•NSflS Property of State of New Jersey 

/*1*&2. Not to be Taken Permanently from Schoolroom 



State of New Jersey 

Department of Public Instruction 

Trenton 

High School Series — Number 1 




A MANUAL FOR 
HIGH SCHOOLS 




Revised Edition 



July, Nineteen twenty-two 





Glass. 



iff^^j 



StateofiNew Jersey \ 
^Department of Public Instruction 

Tren ton 

High School Series-^ — Number 1 



A MANUAL FOR 
HIGH SCHOOLS 




Revised Edition 



July, Nineteen twenty-two 



TRENTON, N. J. 
BEERS PRESS, INC. 



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AUGG 



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DOCUMENTS DIVISION 



CONTENTS 

Foreword 

Extracts from school law and rules of State Board of Education ' 7 

Power of State Board of Education 7 

Rules for Approval . , 

Rules regarding credit for work done in summer high schools! 10 

Apportionment of money . ^ 

Rules relating to transportation p 

Procedure of county superintendents 12 

Report of transported pupils 1 ^ 

Terminology 

The intermediate school 

Teachers certificates 

Special rules and standards. . ..;;..., .'.... 

What is involved in the approval of high schools ' 2O 

Admission and graduation ^7 

Adjustment of pupils within the high school " ' 24 

Groups of pupils '...... 

Viewpoint of the cosmopolitan high school [[ 28 

High school courses of study required by law 32 

Physical Training 

Civics and government ^^ 

Suggested basis for curricula 

Subject content of groups A and B o^ 

c , . 00 

bubject content of group C 

Core of the high school curricula 30 

Curriculum of a small school 

Program of studies for a small high school without special reference 

to college preparation ., .^ 

^4, 4j 

General curricula 

* AJ 

Without a foreign language 47 

With one foreign language 40 

Sample curricula of a small school .".."."***.'*. 49 

3 



4 

PAGE 

Curricula with agricultural and homemaking applications. ... 50 

Business curriculum 

College preparatory curricula 

Household arts curriculum 

Teachers meetings 

School records 

High school graduates in their relation to 

A. Entrance requirements to state normal schools oU 

B. Teachers certificates 

C. Law 

D. Medicine 

E. Osteopathy ^ ^ 

^ „ . 65 

F. Dentistry 

G. Certified public accoutancy ^ 

H. Veterinary medicine and surgery o 

I. Optometry 

J. Chiropody 

K. Pharmacy 

L. Registered Nurse 

Qualifying academic certificates 

Summary of preliminary educational preparation ol 

Approved high school work or its legal equivalent 67 

Records from approved schools 

Rules governing crediting of school work ' 

Examinations for qualifying certificates ' 

Schedule of subjects and counts 

Dates of examinations 

. 74 
School libraries 

... 77 

Social and literary activities 

77 
Rules and regulations for athletics 

Suggestions regarding high school graduation exercises 79 

O/l 

Bibliography 

Teachers associations 



FOREWORD 



The recent growth of high schools in New Jersey, as well as else- 
where, has been rapid, almost phenomenal. Fifteen years ago the 
number of approved high schools in the State was sixty-seven. Now 
there are one hundred fifty-four such schools. The number of pupils 
enrolled in the high schools in 1906 was 14,690. The number this 
year is 73,469. Besides these there are some 5,000 private secondary 
school pupils and 20,000 continuation school pupils. At present, one 
in every fifty persons in the State is a high school pupil. Fifteen years 
ago one in every one hundred and fifty persons in the State was a high 
school pupil. 

These facts indicate the growing importance of the high school in 
the educational system of the State. They also point to the necessity 
of intelligence and effort on the part of State and local authorities 
to make the high school a more useful institution. 

To make it more useful, the range of studies or activities should be 
diversified enough to meet the varying needs of the youth of the State 
who have completed the work of the elementary grades. These needs 
are so general that they include social, civic and industrial aims. 

In a word, the high school should be attractive to an increasing 
number of boys and girls, and to their parents, because it offers not 
merely preparation for higher institutions, but also preparation for more 
successful living. 

The improvement of the high school involves a consideration of 
teachers, courses of study and organization. It also involves clearness 
of ideals and resolutions in attempting to reach those ideals. It is not 
to be forgotten that whatever is taught in the high school should be so 
taught as to quicken and stimulate the intellectual life of the pupil. 

The standardizing of the high school should not go so far as to dis- 
courage local initiative and responsibility. Accordingly, no attempt 
is made to prescribe a "minimum course of study" for any class of 
schools. It is strongly believed that in a state so varied as New Jersey 
uniformity of high school curricula would be unfortunate, if not im- 



practicable. Nevertheless, certain general principles are presented 
which should govern the making of high school curricula. Numerous 
concrete examples are given to illustrate the principles. 

The rules governing State approval of high schools are restated, 
and the revisions indicated. 

The relation of the high school to other institutions and to the 
professions is clearlj' and definitely presented. 

The State appropriates to each local community a considerable pro- 
portion of the salary of each high school teacher, provided the high 
school meets certain standards. 

Accordingly it is necessary to keep this manual revised to date for the 
use of school officials, boards of education, superintendents of schools 
and principals. The Manual should also be of considerable value to 
the public, and obviously to teachers. 

This revision of the Manual was made by Lambert L. Jackson, 
Assistant Commissioner of Education in charge of high schools. 

Respectfully, 

John Enright, 

Commissioner of Education. 



A MANUAL FOR HIGH SCHOOLS 



EXTRACTS FROM THE SCHOOL LAW AND THE RULES OF THE 
STATE BOARD OF EDUCATION 

POWER OF STATE BOARD OF EDUCATION 
Public Lazvs 1916, Chapter 67 

The State Board of Education shall have power . . . To 
withhold or withdraw its approval of any secondary school whenever 
in its opinion its academic work, location or enrollment and per capita 
cost of maintenance shall not warrant its establishment or continuance. 

RULES FOR APPROVAL 
State Board of Education 

1. Those schools shall be classed as high schools which require for 
admission the successful completion of eight years of graded preacademic 
work, or its equivalent. (See note 1.) 

2. High schools that fully meet the standards set by the State Board 
of Education shall be classed as "Approved High Schools." 

3. In order to be approved, a high school must meet the following 
conditions: 

a. All the regular curricula must cover four full j^ears of 
school work, and must be approved by the State Board of 
Education. 

b. The teaching and equipment must be approved by the 
State Board of Education, but such approval will not be 
granted unless three years of high school work are in actual 
operation. 

c. The teaching force must be adequate in number, and shall, 
in every case, consist of at least three teachers, each of whom 
shall be engaged exclusively in high school work. 



d. Diplomas shall be granted only to pupils who shall have 
completed a full four-year approved curriculum, aggregating at 
least 76 academic counts, of which four shall be for the pre- 
scribed course in physical training. Counts shall be reckoned 
in accordance with the number of prepared recitations a week 
of a school year of at least 38 weeks, and the recitation periods 
shall average at least 40 minutes in length. 

Two periods of manual activities, of laboratory work, or 
of unprepared recitations shall be reckoned as equivalent to one 
period of prepared class work. 

Chorus singing cannot be counted toward the minimum of 
76 counts required for a diploma. (See note 2.) 

e. All diplomas shall state the number of academic counts 
acquired by the holder and the subjects in which they were 
obtained. 

/. The building must be adequate, providing suitable accom- 
modations for study, recitations and laboratory work, and for 
all other school activities provided for in the program of studies. 

g. The equipment, including the library and the appliances 
for teaching science, must be sufficiently varied and complete 
to meet the educational requirements demanded for efficient in- 
struction in the different subjects offered. 

h. The building, including the outhouses, must be kept clean, 
sanitary and in good order. The school grounds must present 
a tidy appearance. 

4. Whenever in a district three years of high school work are main- 
tained, wherein each curriculum aggregates at least 57 academic counts 
of the 76 as prescribed and defined for the diplomas of an "Approved 
High School," such a school will be registered as a "Partial High 
School," in case it meets in addition the following conditions: 



Note 1. The term "equivalent" covers cases of rapid promotion through 
the elementary grades, assuming that those promotions have been made in the 
interests of the child involved, and with due regard to the fact that maturity 
of development is one of the essential factors in successful high school work. 



a. All the regular curricula must be approved by the State 
Board of Education, 

b. The teaching and equipment must be approved by the 
State Board of Education, but said approval will not be granted 
unless at least two years of high school work are in actual 
operation. 

c. The teaching force must be adequate in number, and shall 
consist in every case of at least two teachers, each of whom 
shall be engaged exclusively in high school work. 

d. The building must be adequate, providing suitable accom- 
modations for study, recitations and laboratory work, and for 
all other school activities provided for in the program of studies. 

e. The equipment, including the library and the appliances 
for teaching science, must be sufficiently varied and complete 
to meet the educational requirements demanded for efficient in- 
struction in the different subjects offered. 

/. The building, including the outhouses, must be kept clean, 
sanitary and in good order. The school grounds must present 
a tidy appearance. 

5. Certificates for work done may be granted by a local board of 
education to pupils who have not completed a full four-year high school 
curriculum, but such certificates shall not be granted as diplomas, and 
must in each case state the number of academic counts secured by the 
holder, and the subjects in which they are obtained, and the time taken 
to secure the same. Holders of such certificates shall not be ranked 
as graduates. 

6. In each high school there shall be posted in a conspicuous place, 
for public examination, a copy of the approved curricula of the school, 
together with the rules governing the operation of the same. 

Note 2. The fact that chorus singing cannot be counted toward the 
minimum of 76 academic counts, necessary for the approval, is not to be 
taken as in any sense minimizing the value of the study of vocal music in 
high schools. Wherever opportunities for systematized instruction in this 
subject are possible, it should be included in the program of studies and given 
academic counts. An outline of suitable courses in music with a schedule of 
credits is published by the state department. 



10 

RULES REGARDING CREDIT TOWARD HIGH SCHOOL DIPLOMAS FOR WORK 

DONE IN APPROVED SUMMER HIGH SCHOOLS 

State Board of Education 

1. The rules for the approval of high schools organized on the basis 
of 38 weeks of work apply in general to summer high schools. 

2. Teachers in summer high schools must possess legal certificates 
covering the particular subjects taught. 

3. No pupil shall carry more than one advanced subject, i. e., such 
a subject as he would begin in a regular high school, or for which he 
has already received credit for a half-year's work. 

4. To receive credit for an advanced subject, a pupil must have 
passed said subject after recitations in the summer high school in 
periods aggregating not less than 60 sixty-minute hours, provided that 
no recitation period shall be less than forty minutes in length, and 
provided further that the subject passed in the summer high school is 
continued for at least half a year and successfully passed in the regular 
high school, unless the summer high school work covers the last half 
of a year's work in a subject given in the fourth school j'ear or covers 
a half-year subject. 

5. All records of work done in summer high schools to be applied 
toward qualifying certificates must be under seal or affidavit and upon 
forms furnished by the Commissioner of Education. 

APPORTIONMENT OF MONEY 
Public Laics 1917, Chapter 112 

The said county superintendent of schools shall . . . appor- 
tion to the several school districts of said county the State school 



Note 3. High schools maintaining curricula which differ in scope and in 
the term or time required for their completion shall be classified for appor- 
tionment in accordance with their shortest curriculum. 

Note 4. Whenever a school is approved or registered, it is for a definite 
group of curricula, and for specified rules regarding administration and 
graduation. 

Note 5. Any changes in curricula or in the conditions governing the 
granting of diplomas must be submitted to the State Board of Education for 
reapproval. 

Note 6. The State Board of Education approves, but does not prescribe 
curricula. 



11 

moneys, and the interest of the surplus revenue in the following 
manner. . . . 

(c) The sum of four hundred dollars for each assistant superin- 
tendent and supervisor, other than the supervising principal, employed 
in the district, and each permanent teacher employed in a high school 
or high school department having a full four years' course of study, 
following a full eight years' primary and grammar school course, which 
high school course shall have been approved by the State Board of 
Education. 

(d) The sum of three hundred dollars for each permanent teacher 
employed in a high school or high school department having a full 
three years' course of study following a full eight years' primary and 
grammar school course, which high school course shall have been ap- 
proved by the State Board of Education. 

(e) The sum of two hundred dollars for each permanent teacher 
employed in an ungraded school, or in a kindergarten, primary or 
grammar department or in a high school department having a course 
of study of less than three full years, which course of study shall have 
been approved by the State Board of Education. . . . 

(h) The sum of twenty-five dollars for each pupil who shall have 
attended a high school or high school department in a district other 
than that in which he resides, and for whom a tuition fee shall be paid 
by the board of education. . . , 

(k) Seventy-five per centum of the cost of transportation of pupils 
to a public school or schools; provided, that, subject to appeal as pro- 
vided in section ten of the act to which this act is an amendment, the 
necessity for the transportation and the cost and method thereof shall 
have been approved by the county superintendent of schools of the 
county in which the district paying the cost of such transportation is 
situate. 

(m) The sum of three hundred fifteen dollars for each perma- 
nent teacher employed in a high school or high school department or 
in an intermediate school associated therewith; provided, that such 
schools shall together have a full six years' course following a full 
six years' primary and grammar school course, and that such high 
school and intermediate school shall have been approved by the State 



12 

Board of Education; and provided j further, that if in any district in 
addition to a high school and intermediate school as described in this 
paragraph, there shall be another high school or schools, or high school 
department or departments having a full four years' course of study 
following a full eight years' primary and grammar school course, the 
apportionment for such schools shall be in accordance with subdivision 
(c) of this section. 

RULES RELATING TO TRANSPORTATION 

State Board of Education 

In construing the necessity for, method and cost of transportation 
for pupils who may live remote from public school facilities and ac- 
commodations, the following rules of the State Board of Education 
shall govern: 

1. It shall be the duty of the local board of education to report to 
the County Superintendent on or before August fifteenth in each year 
all such high school pupils and such other pupils of elementary grades 
as may be entitled to transportation; such report shall give the age 
and grade of each pupil, the name of parent or guardian; shall desig- 
nate the school to be attended and the distance and method of proposed 
transportation, and said report shall be accompanied by a sketch of 
proposed route with the residence of each pupil to be provided for in- 
dicated thereon. 

2. In establishing or readjusting transportation routes, it is recom- 
mended that boards of education advertise for competitive bids. 

3. All contracts for transportation routes and agreements for in- 
dividual transportation shall be filed with the County Superintendent 
of Schools for approval on or before September first in each year and 
shall be accompanied by a certified copy of the minute of the board 
of education authorizing same. All such contracts shall be accom- 
panied by a suitable bond for at least the full amount of the contract 
signed by at least two responsible sureties. 

PROCEDURE OF COUNTY SUPERINTENDENTS 

The following rules concerning transportation of high school pupils 
have received the approval of the county superintendents of the State, 
to be used as tentative or suggestive in their approval of transportation 
contracts : 



13 

A. All transportation arrangements that contemplate the apportion- 
ment from State funds of 75 per cent of the cost must have the written 
approval of the County Superintendent of Schools. 

B. When high school pupils live within two and one-half miles of 
high school facilities and accommodations, which facilities and accom- 
modations are interpreted to mean the site of the approved high school, 
transportation shall not be deemed necessary. In establishing a trans- 
portation route it should be routed to accommodate the largest number 
of high school pupils entitled to approved transportation, and no high 
school pupil should be required to walk more than two miles to the 
nearest accessible point on said route. . . . 

D. Transportation within the distances prescribed in rule B and 
transportation without the approval of the county superintendent may 
be provided by a board of education. In all such cases, however, the 
county superintendent shall make no apportionment of state moneys for 
75 per cent of the cost of said transportation. 

REPORT OF TRANSPORTED PUPILS 
State Board of Education 

The board of education in each school district in which a pupil re- 
siding in another district is enrolled, and for whom a tuition fee is paid 
from public funds, shall send monthly to the board of education paying 
the tuition fee a report showing the grade in which such pupil is en- 
rolled, the number of days present, the number of days absent and the 
number of times tardy during the month for which the report is made. 

TERMINOLOGY 

The following terminology, which has come to have general ac- 
ceptance in the literature dealing with secondary and vocational edu- 
cation, is used by the State Board of Education and the Department 
of Public Instruction. 

A. ADMINISTRATIVE 

a. The Program of Studies includes all the " subjects offered in a 
given school, without reference to any principle of organizing these 
subjects or courses into curricula. 



14 

b. The Curriculum is a group of subjects or courses systematically 
arranged for any pupil or for any clearly differentiated group of pupils. 
It extends through a number of years and leads to a certificate or 
diploma. (It was formerly called the Course of Study.) Adminis- 
tratively a Curriculum represents an arrangement of courses within 
which a pupil is restricted in his choice of work leading to graduation. 
A four-year curriculum should represent not more than 16 and not 
less than 15 credit units of work, or what is the same thing, not more 
than 80 or not less than 75 academic counts, exclusive of Physical 
Training. 

c. The Course of Study or Ccfurse means the quantity, kind and 
organization of subject matter in any given subject of instruction, 
offered within a definite period of time: e. g., first year Algebra, third 
year Physics. 

d. Sequential Group of Courses includes courses in a given subject 
or in closely related subjects which are planned for certain groups of 
pupils who are to continue taking courses within this group through 
several different grades. These courses are to be so administered and 
taught that each course in the group implies the next, since credits 
for any one course may often be contingent upon the completion of the 
group: e. g., English, or tvvo years of a foreign language. 

e. Unit of Work or Credit Unit represents a year's study in any 
high school subject constituting approximately a quarter of a full year's 
work of a high school pupil. 

With a four year high school curriculum as a basis a school year 
of 38 weeks is assumed. It is further assumed that a school year's 
work in any subject will approximate 126 sixty-minute hours, and that 
any course will be pursued for five forty-minute recitation periods a 
week for prepared subjects. 

/. Grade is used to distinguish the different high school classes, as 
"ninth grade" rather than "freshman class," "eleventh grade" rather 
than "junior class." 

g. Marks are the qualitative estimates of the pupils' work in courses, 
and constitute the official school record. 

h. Schedule of Classes refers to the daily and weekly arrangement 
of classes for recitation. 



15 

B. EDUCATIONAL 

In addition to the demands for clear thinking in treating the organ- 
ization of secondary education, a further reason for a definite denota- 
tion in the use of terms lies in the fact that in this State the Depart- 
ment of Public Instruction and the State Board of Education are, by 
law, required to administer a new type of school known as the "Vo- 
cational School," which exists in various forms. This school has a pur- 
pose very different from that of the elementary and high schools. 

Moreover, in the latter schools manual training has a place in the 
program of studies, and it often happens that confusion arises in 
thought, and also in practice, between manual training and that form 
of vocational education known as industrial education. A still further 
confusion exists because in the law governing manual training, the term 
"industrial education" is used as synonymous with "manual training." 

The laws referred to are the Manual Training Law (P. L. 1903, 
Special Session) and the Vocational Educational Law (P. L. 1913, 
chapter 294). 

The working definitions follow: 

Manual Training is that part of a general education which is se- 
cured through actual participation in certain fundamental industrial 
or homemaking activities; such as work in wood, iron, clay, agricul- 
ture, cooking, sewing, millinery, printing, etc. The aim of this work 
is to give general training, not to prepare for a specific calling, although 
these subjects may have vocational significance. 

Vocational Education shall mean any education the controlling pur- 
pose of which is to fit for profitable employment. 

Industrial Education shall mean that form of vocational education 
which fits for the trades, crafts and manufacturing pursuits, including 
the occupation for girls and women carried on in the work shops. 

Agricultural Education shall mean that form of vocational educa- 
tion which fits for the occupations connected with the tillage of the 
soil, the care of domestic animals, forestry, and other wage-earning or 
productive work on the farm or in the garden or greenhouse. 

Household Arts Education shall mean that form of vocational edu- 
cation which fits for occupations connected with the household. 



16 

It is evident that Manual Training and Vocational Education, in its 
various phases, as defined, relate to two distinct educational aims: 

1. That which concerns general or liberal education; 

2. That which has to do with the particular processes and materials 
making for personal skill and economic worth in the activity which has 
been definitely chosen as a remunerative occupation. 

As a broader term, "Practical Arts" is used to signify in general 
discussions all that is legally implied in the New Jersey law under 
"Manual Training." 

THE INTERMEDIATE SCHOOL 

The traditional organization of the common school course comprises 
eight years of elementary school and four years of high school work. 
The conviction is growing, however, that the schools will be better 
adapted to the needs of the pupils enrolled if another administrative 
grouping of the years is followed. This grouping regards the elemen- 
tary course as closing at the end of the sixth school year, with the next 
three grades, viz., VII, VIII and IX, considered as the intermediate 
school, and the remaining grades called the high school. The inter- 
mediate school and the high school should be considered as a unit, edu- 
cationally as well as administratively. 

The legal definition of an Intermediate School will be found in 
Definitions (C), page 357 and Article XVII, Section 256, Subsection 
M, page 136 of the New Jersey School Law, 1921 Edition. 

The distinctive features of the intermediate school are: 

1. Departmental organization; 

2. Promotion by subject; 

3. Differentiated curricula; 

4. A recasting of the content of the subjects usually pursued 
in the grades involved; 

5. Flexibility in the adjustment of the work of the school to 
individual needs. 

(See also page 11, paragraph m.) 
Although this bulletin is prepared especially for the present organ- 
ization of the high school, nevertheless it recognizes that the newer 
organization will in many places displace the eight-four division of 
the twelve year common school course. 



17 

TEACHERS CERTIFICATES 

The school laws of the state require that all teachers shall hold 
valid certificates for the particular position each is to fill. The State 
Board of Education is given the power to determine the requirements 
for each class of certificates issued. The State Board of Examiners 
issues the certificates. These certificates may be granted either : ( 1 ) 
by the endorsement of approved credentials, e. g., a college diploma; 
a diploma of a state normal school ; or the highest form of permanent 
certificate issued in certain states, provided that such permanent certi- 
ficate meets the specific requirements of the New Jersey certificate for 
which application is made; or (2) by examination. 

Each certificate has specific powers and limitations. Those certifi- 
cates which concern teachers in the high school are Secondary Certi- 
ficates. A secondary certificate entitles the holder to teach only the 
subjects credited in obtaining the certificate, or such subjects as may 
be subsequently added^ either by examination or by the acceptance of 
approved credentials. The subjects a teacher may teach in the high 
school and any powers of supervision are indicated on the certificate. 

Whenever a change is made in a high school teacher's work, he 
should at once see that his certificate entitles him to do the assigned 
work, or that he has the necessary credentials to submit to the State 
Board of Examiners, through the county superintendent or city super- 
intendent, to make his certificate valid for his assignment. 

In addition, it is necessary that the principal of the school have a 
complete and detailed record of the certificates held by the high school 
teachers under his supervision, in order that he may know the limits 
of the legal possibilities of each teacher's certificate. 

For details concerning certificates the Rules and Regulations of the 
State Board of Education concerning Teachers' Certificates should be 
consulted. A portion of the rules relating to secondary certificates is 
here given. * 



* Subsequent editions of "Rules Concerning Teachers' Certificates" should 
be consulted for changes in regulations governing certificates. 



An applicant for a Limited Secondary Certificate shall hold: (1) a di- 
ploma from an approved college, or (2) a diploma from an approved four- 
year high school teachers' course in a state normal school, or (3) a Nev? 
Jersey Permanent Elementary Certificate or its equivalent; and, unless ex- 
empted in accordance ivith the provisions of rule 12, of the "Rules Concerning 
Teachers' Certificates," Edition No. 10, shall be required to pass examinations 
in the following subjects: 

1. Subject or subjects to be taught; 

2. Physiology and Hygiene, 45 hours beyond the secondary school; 

3. Principles of Secondary Education, 30 hours: 

4. Education Psychology with special reference to teaching, 90 hours; 

5. History of Modern Education, 30'hours. 

The examinations in all these subjects may be taken at the first stated 
examination following the date of application. If the examinations are not 
taken then the applicant must take them in the following order: 

a. At the first stated examination following the date of application: Sub- 
ject or subjects to be taught and "Physiology and Hygiene." 

b. At the second stated examination following the date of application: 
"Principles of Secondary Education," and, if the applicant desires, "Educa- 
tional Psychology," and "History of Modern Education." 

c. At the third stated examination following the date of application: "Edu- 
cational Psychology," and, if the applicant desires, "History of Modern 
Education." 

d. At the fourth stated examination following the date of application: 
"History of Modern Education." 

A Limited Secondary Certificate may be issued, subject to the above pro- 
visions of Rule 26, on the successful completion of the first examination pre- 
scribed above and shall be valid during three years from the beginning of the 
school year in which the applicant began to teach, but shall be void on the 
last day of the second month succeeding the date of any stated examination 
held after the granting of the said temporary license in which the applicant 
has failed to comply with the requirements of the above provisions. 

A Limited Secondary Certificate entitles the holder to teach any subject 
or in any department of a secondary school included in his certificate, but 
in no other subject or department. 

A Limited Secondary Certificate also entitles the holder to the privileges 
of the Limited Elementary Certificate. 

A Limited Secondary Certificate may be made permanent without exam- 
ination, after three years of successful teaching. 

A Permanent Secondary Certificate entitles the holder: 

1. To teach and supervise in any of the branches and departments of a 
secondary school included in his certificate; 



19 

2. To be the principal of any secondary school that is under a city 
superintendent ; 

3. To be the principal or supervisor of a school or district employing not 
more than nine assistant teachers, and not having a superintendent; 

4. To teach any unit of the informational vpork of the prescribed physical 
training course for which he has been certified. 

A Permanent Secondary Certificate also entitles the holder to the privileges 
of the elementary certificate. 

A Temporary License, which is a permit to teach, may be granted by a 
county or city superintendent to 'a person who has to take examinations to 
secure a Secondary Certificate. Such a temporary license, however, is merely 
a temporary certificate issued to an applicant to legalize his contract during 
the time necessary for meeting the requisite conditions for securing a regular 
certificate, and is a notice to take the examinations indicated above, unless the 
candidate has been exempted. 

A Temporary Secondary License is valid until the last day of the second 
month succeeding the date of the next stated examination held after the grant- 
ing of the said temporary license. 

A Temporary Secondary License cannot be reneived. 

The responsibility of securing a proper certificate and of renewing it rests 
primarily with the teacher, and no credits to secure exemption from exam- 
ination will be accepted that are not under seal or affidavit of the governing 
authorities of the institutions in which the work has been done. 

The applicant must file, thirty days prior to the date of the first November 
or April examination which next succeeds the date of his application, full 
descriptions of the courses taken by him in college, showing that he has had 
at least 45 hours of study in Physiology beyond the secondary school, 30 hours 
in Principles of Secondary Education, 90 hours of Educational Psychology and 
30 hours of History of Modern Education. 



SPECIAL RULES AND STANDARDS 

1. The minimum number of diploma points, namely, 76, includes 
the 4 points in the prescribed course in Physical Training, and the 4 
points in the prescribed courses in Community Civics and Problems in 
American Democracy. 

2. All diplomas and certificates are to state the subjects taken by a 
pupil, and the counts gained, and also the time required to secure the 
counts as indicated. 



20 

3. The value of vocal music is emphasized by the recommendation 
that this subject be added to the program of studies of a school when- 
ever practicable. (See State Department Manual "Teaching of 
Music" for courses and credits.) 

4. The condition of the school building and the condition of the 
outbuildings and grounds are prominent factors in the approval of a 
school. 

5. Adequate library and laboratory facilities, including maps and 
other equipment, are absolutely necessary. (See "State Lists" for initial 
purchase and regular additions to library.) 

6. The approved curricula and the rules relating to them are to be 
posted in the school so that all who wish to do so may become familiar 
with the conditions under which the school was approved. 

7. Regular half-year subjects may be taken in approved summer 
schools for credit. 

WHAT IS INVOLVED IN THE APPROVAL OF HIGH SCHOOLS 

No district is obliged to have its high school department approved. 
The advantages to both the pupil and the community are so obvious 
and so far reaching, however, that but few districts do not seek ap- 
proval. If a school is not approved, a doubt may exist in the mind of 
the public as to whether proper facilities and accommodations are being 
provided in accordance with the Constitution and the statutes; the 
graduates of an unapproved school cannot enter the state normal schools 
without examination ; neither pupils nor graduates of such a school 
can receive credit toward "qualifying academic certificates" (see pages 
63-74) in this State or in any state with which New Jersey has reci- 
procity; furthermore, the special apportionment of State and county 
funds is not made by the county superintendent to an unapproved 
school. When a school is approved the presumption is that the neces- 
sary conditions for sound education are being met. 

When a high school is approved — and the approval of the high 
school department involves the approval of the elementary grades upon 
which it rests — it is approved in accordance with specific conditions, 
viz., the rules of the State Board of Education, and in accordance with 
the state educational policy which the rules represent. Also, a school 



21 

is approved for a given scheme of subjects^ periods and years, together 
with the specified conditions for the operation of the school, the granting 
of its diploma and credentials, all these conditions being submitted when 
approval is sought. 

A copy of the proposed program of studies, rules, etc., is kept on 
file in the Department of Public Instruction, and should any question 
arise involving the necessity for a legal decision, the official papers are 
thus easily obtained. Also when the Commissioner of Education is 
asked to grant secondary school credentials (qualifying academic cer- 
tificates, page 69) for use in this and other states, he has a definite 
knowledge of that for which he is to be the sponsor. 

The rules of the State Board of Education specify simply minimum 
conditions which must be met. The Board approves, at its pleasure, 
such additional conditions as seem educationally and financially sound. 

The minimum number of academic counts for a diploma is 76, reck- 
oned in accordance with the number of prepared recitations per week 
in a subject. A school may, however, if it chooses, set from 76 to 84 
counts for its diploma, subject to approval (see rule 3 d, page 8). 

A given number of counts and a given set of conditions having been 
approved, these counts and conditions are the basis upon which approval 
rests, public moneys are distributed, and academic credentials are 
awarded for entrance to the examinations leading to the various pro- 
fessions and to the state normal schools. Changes of any kind made 
after a school has been approved must also be submitted for approval. 

Education is primarily a state function, although largely adminis- 
tered through local agencies. Communities and schools cannot exist 
for themselves alone any more than states can exist alone in a nation. 

With the mobility of population, especially owing to the situation 
of New Jersey between the two great centers. New York and Phila- 
delphia, there is a continual crossing and recrossing of the state lines. 
The fact that New Jersey has but few professional schools is an added 
reason for so much interstate relationship in educational matters, 
especially in regard to the preliminary educational requirements for the 
different professions. 

Pupils who have been graduated from approved schools may have 
their records certified by the Commissioner of Education, for use both, 
within and without the State, 



22 

The same is true of pupils with a record of haviflg completed at 
least one year in an approved school. When credentials ©f this kind 
are certified by the Commissioner of Education they become §tate docu- 
ments and are accepted for their full value in all states with which 
New Jersey has reciprocity agreements. (See "qualifying academic cer- 
tificates," pages 63-74.) 

A diploma or certificate of work from an approved school represeflts 
instruction and training, not the mere passing of examinations. Fof a 
diploma, four years of work are required. With exceptional pupils 
the period of time during which this work is done may be shortened. 
To shorten the time, however, 'the pupil must do his work regularly 
in the classroom and not merely pass examinations in the subjects in 
which he wishes to secure counts toward a diploma. The rule govern- 
ing approval states that "counts" are awarded in accordance with the 
number of prepared recitations, and recitations mean class work, not 
tutoring or home study followed by examinations. Were diplomas of 
schools to be granted for the mere passing of examinations for either 
a part or all of the necessary counts, the teachers of a school would 
constitute an examination board, not a teaching body. The passing of 
examinations is not the getting of an education. 

Confusion may arise in the minds of some high school principals at 
this point. The results of examinations have sometimes been accepted 
inadvertently toward a diploma, in lieu of classroom work under ap- 
proved conditions. It cannot be said too strongly that the school is a 
place of training and is maintained by the public as such. Exam- 
inations are a part of the administrative routine and cannot be taken 
as a substitute for training. The shortening of the time necessary to 
secure a diploma may also be accomplished by carrying extra work in 
an evening high school or a summer high school, provided any such 
school meets the same conditions as are set for the regularly approved 
day schools, and has been previously approved. (See page 9.) It is 
evident that at every point the diploma of an approved school and the 
credits for any work done in such a school are protected, since the state 
stands behind them as sponsor. 

To make still clearer the distinction observed by the state authorities 
between a diploma of an approved school based upon class work and 
the legal equivalent of a diploma, or the legal equivalent of any frac- 



23 

tional part of the total number of academic counts necessary for a di- 
ploma, attention may be called to the examinations for those who wish 
to establish the equivalency, in law, for four years of high school work 
or for any part of such a four-year course. (See page 71.) Such ex- 
aminations in this state do not require attendance upon classroom in- 
struction ; the individual may, at present, do his work as he will and 
later present himself for examination. Having gained the necessary 
72 counts* for a qualifying certificate, which is accepted as the legal 
equivalent of a diploma, the candidate is given a "qualifying academic 
certificate," but not a diploma. Diplomas can be granted only by 
boards of education to graduates of approved schools. 

The diploma of an approved school signifies that an education has 
been received, and is a certificate based upon the whole record of a 
pupil's work. The only way that the standard of that work can be 
maintained is for the state to exercise an intimate control of the edu- 
cational process throughout the entire school course, and the standards 
will be an outflow from the process. By the laws governing the cer- 
tification of teachers, the state maintains a standard of teaching, and by 
controlling the process through insisting upon actual work at the school 
the state maintains the standard of its diploma. 

The same argument holds true against the acceptance of the great 
varieties of work outside the "approved school program of studies" 
which are sometimes suggested for credit toward a diploma of gradua- 
tion from an approved high school. 

ADMISSION AND GRADUATION 

The high school should articulate both with the schools below and 
with the schools above. It is a part of the common school course of 
twelve years, and, in general, to enter upon the ninth grade or first 
year of high school work, a pupil should have finished in a satisfactory 
manner the elementary course of eight years. In exceptional cases 
this may be done in less than eight years of time. 



*The counts given for any subject by examination leading to a "qualifying 
academic certificate" are not the same in value as the counts given the same 
subject in the curriculum of an approved school. Two independent systems 
of values are used. The former is an arbitrary rating given to each subject. 
The latter is defined in rule 3 d, page 8. • 



24 

The principal test for entrance should be the ability to do the work 
of the high school. This is usually shown by the character of a pupil's 
previous achievement, evidence of which is gained in his daily work, 
tests and formal examinations, these factors being taken as a whole. 
Another important factor to be considered is a pupil's habits of work. 

While the law gives to^ each board of education the right to prescribe 
its own rules for promotion, yet the practice in some districts is to use 
the State Efficiency Tests for the highest elementary grades as one ele- 
ment in determining admission to the high school. For purposes of 
standardization the possession of an eighth grade county certificate will 
be considered sufficient. 

It cannot be too strongly affirmed that however we may exalt the 
machinery of promotion, the result of certification should be the placing 
of pupils where they can get the most out of their school environment. 

For graduation it should not be sufficient that a pupil has merely 
acquired the minimum number of counts for which a school is approved. 
He should also have followed some well defined plan and have done 
work in a few fields with sufficient intensity of mental application to 
derive the educational values resulting from persistent 'purpose and 
continued effort. 

Assuming from 79 to 84 academic counts (including Physical Train- 
ing) as the standard of graduation, it is recommended that no diploma 
be granted unless a pupil has acquired at least 45 counts in not more 
than three subjects, of which English shall be one. Of the remaining 
counts, at least 20 should be in two subjects. By such a plan a well 
defined core of subjects is possible and at the same time a reasonable 
breadth may be given to a pupil's school course. (See Table 1 page 34.) 

ADJUSTMENT OF PUPILS WITHIN THE HIGH SCHOOL 

The problem of the adjustment of a pupil to his high school sur- 
roundings and to his work is one of the difficult matters of administra- 
tion. It becomes peculiarly so for the pupils who come to the high 
school after having had the elementary school work in another district. 
Added to the newness of the school itself, there are new teachers, 
strange surroundings, and often transportation, with some of its at- 
tendant distractions. 



25 

Within the school there are different methods of recitation, a changed 
standard of discipline, and a departmental plan of administration, all 
of which is new to many pupils, hence the first few months in the 
high school become a critical period in the school life of young people. 

As a result of ill-adjustment many pupils drop out of school during 
the ninth year, and an unwarranted number of pupils fail. To count- 
eract these difficulties is an important responsibility of the principal 
and the teachers in charge of the first year pupils. 

Among the corrective influences which have been found helpful are : 

1. The organization of an Intermediate School or Junior High 
School, comprising grades VII to IX inclusive. This type of school, 
which is rapidly gaining favor, makes the transition from the elementary 
school to the high school more gradual, and involves departmental ad- 
ministration, the beginnings of som.e high school subjects, promotion by 
subject, and a gradual growth of self-directed activity on the part of the 
pupil. 

2. Conferences between teachers of the eighth grade and the high 
school with a view to learning more about pupils as individuals, and for 
the purposes of multiplying points of contact between the work of the 
upper elementary grades and the high school. 

3. Pupil advisers, who in the larger schools may be mature teachers 
appointed by the principal, to help pupils in their choice of work, where 
choices are possible. Advice may be given upon the basis of past achieve- 
ment and personal judgment of adolescent needs. 

In connection with the conferences between the teachers of the highest 
elementary grade and the teachers of the high school, and in relation 
to the duties of the pupil advisers, a record similar to the pupil's record 
card used in connection with the examinations given to the highest 
elementary grade, has proven helpful. 

PUPIL^S RECORD CARD 

Name of Pupil Nationality Age 

Name of Teacher 

School District County 



26 

Note. The teacher ivill express her judgment of the pupil regarding each 
of the folloiuing points, using the letter A to indicate "conspicuously ex- 
cellent" ; B, "successful but not conspicuously so"; C, "iveak" ; D, "con- 
spicuously lueak." 

1. Reliability 

2. Industry 

3. Accuracy 

4. Ambition 

5. Special aptitudes (name them) 

6. Manners 

7. Health 

8. Grasp of school work (i. e., maturity and power of thought) 



9. Any worth while thing done in or out of school without the compulsion of an 
older person (i.e., ability to find something to da and ability to do it — intel- 
lectual, mechanical, commercial ) 

10. Regularity of school attendance 

11. Number of years spent in the elementary school 

12. What the pupil proposes to do 

13. Intelligence score What test 

Ratings in State Examinations 

ARITHMETIC PENMANSHIP SPELLING U. S. HISTORY GEOGRAPHY ENGLISH 



Ratings in Local or County Examinations 



To THE Teacher: Cross out the folloiving statements that do not apply. 

This pupil is prepared for high school work. 

This pupil should be allowed to try high school work. 

This pupil is not recommended for high school work. 

4. Making known toward the end of the school year to pupils of the 
eighth grade and to their parents, preferably by inviting them to a 
conference at the high school, the number and specific aims of the var- 
ious high school curricula. At the same time the fact may be empha- 



27 

sized that for entrance to practically all forms of professional service 
for both men and women, a full high school course is coming to be a 
legal necessity. 

5. The method of a teacher's approach to a subject with a class. 
Much depends upon a pupil's seeing the significance of the subject pur- 
sued, its purpose in the plan of the school and the particular contribu- 
tion it is to make to his store of knowledge or his skill. The vitality 
given to the instruction is dependent upon the teacher's having a keen 
sense of the worth of the subject gained from his own interest in it 
and his mastery of its details and his knowledge of its points of con- 
tact with pupils' interests and needs. 

6. Relating the manual activities of the school to the major interests 
of the community, which are either agricultural, commercial or in- 
dustrial ; and also to those which directly pertain to the home. 

7. Applying the principles of the different sciences and the mathe- 
matics studied to the familiar affairs to everyday life is found in busi- 
ness, in the shop, on the farm and in the household. 

GROUPS OF PUPILS 

By means of the several curricula the cosmopolitan type of high school 
is aiming to meet the needs of different groups of pupils, among whom 
are: 

1. Those who are seeking a general and liberal training, and those 
who are making direct preparation for specific employment, particularly 
in the field of commercial life. Some attention is being given to the 
practical arts, including homemaking, although the industrial and house- 
hold arts courses are usually a part of the general or liberal curricula 
and not specifically vocational in character. The pupils of this general 
group include about one-quarter of all the pupils enrolled in the high 
school, and about one-half of those who are mose likely to complete 
the four years. 

2. Those who are planning to go on to higher institutions, including 
the normal schools. This group comprises about one-quarter of all 
the pupils in the high school and about one-half of those who are 
destined to complete the four-year course. This is undoubtedly the 
largest homogeneous group in the high school, so far as the definiteness 
of aim or purpose is concerned. Statistics further indicate that those 



28 

going to college constitute approximately one-sixth of all the high 
school pupils and about one-third of those who are graduated. Those 
going to other higher institutions comprise 8 per cent of the high school 
enrollment and about 16 per cent of those who complete the high school 
course. 

3. Those who leave school before the close of the high school period. 
Of these more than one-half leave before the end of the second year 
and more than two-thirds before the end of the third high school year. 

VIEWPOINT OF THE COSMOPOLITAN HIGH SCHOOL 

At the completion of the elementary course, whether this be at the 
end of the sixth or the eighth school year, a pupil goes to the higher 
school at one of the most educative periods in his life and the high 
school should help him to find himself. The pupil has a right to look 
to the school for aid in his endeavor to adjust himself to the demands 
of life. The school should assist: 

First, by leading the pupil to a conception of the variety and the 
significance of the work to be done in the world. This may be done, 
in part at least, through a study of vocations. Such a study is out- 
lined in Bulletin 5 of the High School series, entitled Community 
Civics. Pupils may thus be led to see what fields of activity are open 
both to boys and to girls; what general and what specific personal 
qualities are necessary for progressive success, together with the special 
training required. A study of this character would reveal the probable 
demand for workers in a given field, and also indicate the remunera- 
tion to be had in terms of both money and personal and social advan- 
tages. Far too many pupils drift out into chance vocations when edu- 
cational and vocational guidance would have prevented wasted years. 
To prevent as far as possible this waste is a part of the school's respon- 
sibility to democratic society. This is somewhat of a new attitude on 
the part of the school, but it presents alluring possibilities to the teacher. 

Second, by testing the pupil's capacities and interests over a wide 
field of subject matter and activities. The high school period is a time 
of self-discovery and self-realization for the pupil, and the process of dis- 
covering latent interests and abilities is a function both of the teacher 
and of the pupil. The endeavor of the teacher should be to study the 



29 

pupil from the viewpoint of his formal class work. Much aid may 
be had from qualitative estimates of strength and weaknesses, made 
by earlier teachers and passed on by means of cumulative record cards 
referred to in the foregoing. But however valuable these records may 
be, they cannot take the place of ■ the keen and sympathetic insight 
which will be exercised by a discriminating teacher in his attempt to 
discover a pupil's bent. 

The pupil also has a responsibility in the process of testing himself 
out. He may very properly aid by choosing among the diliEerent cur- 
ricula offered and between the alternatives given in a chosen curriculum, 
in accordance with the course that he has tentatively mapped out for 
himself. By his study of literature, language, mathematics, vocations, 
science and history, and his work in practical arts, the pupil widens 
his mental horizon, forms useful habits through study and application 
and also acquires purposeful ideals. 

A life choice, however, should not be forced upon a pupil at the 
beginning of his career. Could the period of testing be inaugurated 
during the last tvvo years of the elementary school or in the "inter- 
mediate school," greater flexibility in work and in administration would 
surely cause a positive gain. 

Having made a provisional choice, and having found, for example, 
but little aptitude for foreign language or mathematics, but a marked 
ability in science, social studies or practical arts, each pupil should be 
offered ample opportunity for later readjustment with a minimum 
loss of time. Thus a pupil may gain a liberal or general education 
together with a growing power of adaptation to the changing conditions 
in life. The work offered in the program of studies, therefore, should 
be as varied as the facilities of the school will permit. 

Third, the school may assist the pupil by giving him definite train- 
ing in fundamental subjects and by providing for systematic physical 
education, which should include the inculcation of ideals and standards 
in this paramount phase of education. Whatever the benefits that may 
come to the individual through his school work, the school, as an in- 
stitution, is established and maintained by the state and definitely 
charged with the responsibility of educating the young into a useful 
citizenship. This citizenship demands of every pupil some knowledge 



30 

of the origin, development and present needs of its various institutions, 
and also some development of a spirit of loyalty to their ideals. It is 
therefore fundamental that all pupils should get definite instruction in 
some phase of Social Science, especially Economics, and United States 
History should also be included. Another fundamental is ability to use 
the mother tongue with clearness and precision, as necessity arises in 
the various contacts with people. Further, pupils should be taught 
to understand and to appreciate the literature of the race, which is an 
interpretation of its life and ideals. Some knowledge of science is 
essential for adjustment in a world of things. By means of various 
forms of manual activity and through the systematic training of the 
different senses, pupils should be led to appreciate manual labor and 
to acquire some skill in operations and processes which may be made 
the basis of self-support. For this reason school programs offer such 
practical or utilitarian subjects as Manual Training, Household Arts, 
Bookkeeping, Stenography, Typewriting, Printing, Mechanical and 
Freehand Drawing and Music, since, while they may be made valuable 
factors in general education, they will also make important contribu- 
tions tO' vocational ideals. 

Regarding the high school as a preparatory school for higher insti- 
tutions, every year the fact is coming to be more generally recognized 
that the satisfactory completion of four years of well balanced work, 
chosen with special regard to the needs of the pupil who is being 
trained, is the best preparation for entering upon a course in a higher 
institution. As this truth is more widely recognized, the public high 
schools will more freely adapt their curricula to variations among pu- 
pils. Evidence of adaptation is seen in the changed conditions for en- 
trance to different colleges, notably Princeton, Harvard, Columbia and 
Yale. Additional evidence appears in the recent liberal action of such 
colleges as Wellesley, Smith, Vassar and Mt. Holyoke, whereby the 
record of a pupil's high school work — work presumably chosen for her 
highest needs — together with the results of certain tests as to whether 
or not the work has been well done, and supplemented by informa- 
tion as to probable capacity to do college work, is the basis of college 
entrance. 

Nevertheless, with the variety and number of higher institutions, 
the rights and desires of such pupils as choose to go on must be con- 



31 

served, as far as practicable, and for that reason some subjects of ap- 
parently little immediate worth will continue to be found in high school 
programs. Recent action by many colleges, as cited above, leads to 
the conclusion that entrance requirements will not continue to be a 
deterrent factor in the liberal and semi-vocational education of high 
school pupils. 

Toward the third group, or those who leave early, the school has a 
special responsibility in making as immediately helpful as possible 
whatever work is taken. At the same time every reasonable effort 
should be made through constant readjustments, to retain pupils in 
school. Since much of the dropping out is due to maladjustment and 
to the habit of failure, much thought should be exercised by principal, 
teachers and parents in selecting work within the aptitude and capacity 
of the pupil. In some schools it may be advisable to arrange for short 
and intensive individual curricula, e.g., in clerical or industrial pur- 
suits, for those pupils whose high school careers are likely to be brief. 
When this is done it should be with the full realization that such a 
procedure is not normal, and that it may be attended with difficulities 
when pupils subsequently awake to the importance of a well rounded 
and complete four-year curriculum. Nevertheless, when all has been 
done that the school may be reasonably expected to do there will be some 
pupils who will not stay in the high school more than two years. 

It is therefore manifestly not the function of the cosmopolitan high 
school, as distinguished from the vocational school, to train a pupil 
in a narrow and specialized field of interest by developing" a genuine 
vocational skill, notwithstanding the fact that some approach to this 
ideal is realized in certain commercial curricula. 

The high school, however, should give its pupils skill in acquiring 
and organizing knowledge, and, through a study of the various occu- 
pations and the different subjects constituting the program of studies, 
furnish an insight into the general principles which are the basis of 
all vocations. Trade and vocational training, in which the goal is 
specialized skill, is the task of the vocational school. The cosmopolitan 
high school stands primarily for the discovery of a pupil's dominant 
interests, for a widening of his mental horizon, for the inculcation of 
definite and positive ideals of conduct, for a training in habits of pro- 
longed effort involving thoroughness and concentration, and for an 
appreciation of his obligations to the society of which he forms a part. 



32 
HIGH SCHOOL COURSES OF STUDY REQUIRED BY LAW 

PHYSICAL TRAINING 

According to the Public Laws (1917), Chaper 107, "There shall be 
established and made a part of the courses oi instruction in the public 
schools of this State what shall be known as 'A Course in Physical 
Training.' Such course shall be adapted to the ages and capabilities 
of the pupils in the several grades and departments, and shall include 
exercises, calisthenics, formation drills, instruction in personal and com- 
munity health and safety and in correcting and preventing bodily de- 
ficiency, and such other features and details as may aid in carrying out 
these purposes, together with instruction as to the privileges and respon- 
sibilities of citizenship, as they relate to community and national wel- 
fare, with special reference to developing bodily strength and vigor, and 
producing the highest type of patriotic citizenship ; and in addition, for 
female pupils, instruction in Domestic Hygiene, First Aid and Nursing. 
To further promote the aims of this course any additional requirements 
or regulations as to medical inspection of school children may be im- 
posed." 

"Every pupil, excepting kindergarten pupils, attending the public 
schools of this State, in so far as he or she is physically fit and capable 
of doing so, which fitness shall be determined by the medical inspector, 
shall take the course in Physical Training as herein provided, and such 
course shall be a part of the curriculum prescribed for the several grades, 
and the conduct and attainment of the pupils shall be marked as in other 
courses or subjects, and the standing of the pupil in connection there- 
with shall form a part of the requirements for promotion or graduation." 

"The time devoted to such courses shall aggregate at least two and 
one-half hours in each school week, or proportionately when holidays 
fall within the week." 

A special manual known as Number Seven has been published by 
the State of New Jersey outlining the course of study for the secondary 
schools of the State. 

One unit or point of credit is allowed for each year of work in Phy- 
sical Training toward the 76 units required for a high school diploma. 
The maximum number of such credits is 4. 



33 

CIVICS AND GOVERNMENT 

According to the Public Laws (1919), Chapter 135: In each high 
school of this State there shall be given a course of study in Community 
Civics and a course of study in Problems in American Democracy, 
which courses shall be prescribed by the Commissioner of Education, 
with the approval of the State Board of Education. The Course in 
Community Civics shall be completed not later than by the end of the 
second year, and the course in Problems in American Democracy shall 
be begun not earlier than at the beginning of the third year. The time 
to be devoted to each of the aforesaid courses shall be at least sixty full 
hours in periods of at least forty minutes each. The aforegoing courses 
shall be given in all approved and registered high schools and taken 
by all pupils enrolled in the years in which the subjects are required 
to be taught as aforesaid. 

The credits assigned for this work are on the same basis as those 
assigned for all academic work requiring preparation outside of class. 
Thus 60 full hours is entitled to 2>^ points toward the total require- 
ments for graduation. 



34 
SUGGESTED BASIS FOR CURRICULA 

The following tabulation suggests a basis upon which school author- 
ities may develop high school programs and organize curricula which 
shall be flexible in meeting local conditions^ and shall at the same time 
conserve the interests of all the pupils found in the high schools. 

The figures given below refer to academic counts, 5 to be assigned 
to each "unit of work" (see page 14 and also rule 3 d, page 8), and 
the columns under the different Roman numerals indicate combinations 
of elements, with count values which may constitute a curriculum. 

Table I 

A BASIS FOR ORGANIZING BALANCED HIGH SCHOOL CURRICULA 

I 

'English Language and Literature 20 

Foreign Language 10 

Mathematics 5 

Social Science, including History 5 

Natural Science 5 



II 


III 


IV 


20 


20 


20 


10 











5 


5 


10 


10 


5-15 
or 


5 


10 


15-5 



TAdditional counts to be given to any of the 

[ above academic subjects 10 10 10 10 

TAdditional counts which may be taken 20 20 20 20 

C i in either practical arts, academic subjects or or or or 

[ or esthetic arts 25 25 25 25 

"Total 7. 75 75 ^75 75 

or or or or 
80 80 80 80 

In addition to the above a maximum of four counts is to be added 
to each curriculum for the prescribed course in Physical Training, mak- 
ing the grand total 79 or 84 counts. 

The particular subjects constituting each of the different groups, A, 
B, C, of the table are given below. These subjects may be arranged 
by years, the academic count values indicated in the table being ap- 
proximated in such a manner as to best meet the needs of individual 
schools. The purpose of this table is to represent the consensus of opin- 
ion among secondary school authorities regarding the relative emphasis 



35 

to be given to the different elements in varying curricula. For example, 
it will be noted that in curriculum III, where a foreign language is 
omitted, there is suggested an increase in the emphasis to be given to 
Social Science studies and to Natural Science, over that given in curricu- 
lum I, which includes a foreign language. A similar arrangement is 
possible in curriculum II, where mathematics is omitted. English, 
Natural Science, Social Science, and Physical Training appear in all 
curricula. 

From a further examination of the table it is apparent that at least 
20 out of 75 counts (26.7 per cent) or 25 out of 80 counts (31.2 per 
cent) of a curriculum may be taken in practical arts subjects, as will 
be indicated below; or stated in other words, groups A and B of table 
I suggest the elements of minima curricula for all high schools, while 
group C encourages the adaptation of the high school to the varying 
conditions found throughout the state or within a school, by indicating 
a definite proportion of academic counts to be allowed to practical arts 
subjects or to those activities which are vocational in character. 

In this connection it should be pointed out that in the vocational 
schools and vocational departments organized under the vocational law 
(P. L. 1913, chapter 294), which may parallel in time the high school 
period and which may also be separately administered, the time given 
to the training for skill in the chosen vocation and the time allotted to 
the related academic work are practically equal in amount; i. e., ap- 
proximately one-half of the school day or of the school week is devoted 
to each of these two phases of vocational education. 

From the subjects included in groups A and B, particularly in Mathe- 
matics and Social Science, it is evident that additional subjects, voca- 
tional in character, may be added to the 20 or 25 practical arts counts 
included under group C. This condition is particularly obvious in the 
organization of commercial curricula, which may include Commercial 
Geography, History of Industry, Economics and Business Arithmetic. 
Thus in a cosmopolitan or general high school a curriculum may be ar- 
ranged in which such subjects as are indicated in the preceding sen- 
tence, each subject having a vocational implication, if not actual voca- 
tional worth, will receive about the same time value that vocational 
subjects receive in the vocational school, viz., approximately 50 per cent. 

One other fact emerges from a study of table I, namely, that by 
requiring 10 additional academic counts, given under "B," to be added 



36 

to those in group "A/' some continuity over a period of from two to 
four years is assured in at least two of the four academic subjects 
usually pursued by the high school pupil. In other words, calling a 
"major subject" one in which a pupil acquires at least 15 academic 
counts, or a subject which is carried for three years^ a pupil may well 
be required to have, in addition to English, two other "majors," each 
of 15 academic counts. 

This arrangement for "sequential groups of courses" and continued 
effort in a few fields of school endeavor encourages habits of concen- 
tration and prolonged application which make for effective mental habits. 
A patchwork of information is not to be exalted over the development 
of power of sustained thought. The high school pupil should be required 
to concentrate upon a few subjects until he has mastered their essentials. 
Future success in business or in higher institutions is much dependent 
upon the manner in which a pupil has stuck to his task. Some of the 
keenest criticism of the high school and its product is directed against 
the neglect of this important factor in education. 



SUBJECT CONTENT OF GROUPS A AND B 
ACADEMIC SUBJECTS 

{For the value of a "count" see rule 3d, page 8) 
English Language and Literature 

{See Bulletin 3, High School Series) ' counts 

Practical English — oral and written composition 
Technique of English — spelling, grammar, word formation 

punctuation, capitalization, rhetoric, public speaking 
Literature — modern and classic writers 15-20 

Foreign Language 

Latin 15-20 

German 10-15 

French 10-15 

Italian 10-15 

Spanish 10-15 



37 

Mathematics 

Elementary Algebra 5 

Intermediate Algebra 2^-5 

Plane Geometry c 

Solid Geometry 2i/ 

Plane Trigonometry 2^/ 

Business and Industrial Arithmetic 2^-5 

Advanced Algebra 2^/ 

Social Science, Including History 

Ancient History 3 

Medieval and Modern History 5 

English r 

United States History and Civics (See Bulletin 4, High 

School Series) c 

Community Civics and Study of Vocations 5 

Early European History {See Bulletin 4, High School 

Series) e 

Modern European History (See Bulletin 4, High School 

Series) c 

History of Industry in United States 5 

History of Commerce 2y-5 

Business Procedure (Law) 91/ 

Economics (See Bulletin 4, High School Series) 2i^-5 

Problems in American Democracy {See State Bulletin).. 2>^ 
Natural Science 

Elementary or General Science 5 

Physics, General or Applied 5 

Chemistry, General or Applied 5 

Biology c 

Physical Geography 2i/-5 

Botany, General or Agricultural 21/ -5 

Zoology, General, Economic or related to Animal Hus- 
bandry Ot/ c 

. ■ ^y2-j 

Advanced Physiology and Hygiene 5 

Hygiene and Sanitation 5 

Astronomy ?i/ S 

Agriculture— vegetable and flower gardening, fruit grow- 
ing ; Agronomy or field crops 5 



38 

SUBJECT CONTENT OF GROUP C 
PRACTICAL ARTS AND ESTHETIC ARTS AND PHYSICAL TRAINING 

Commercial 

Bookkeeping 5-10 

Stenography 10 

Typewriting 5 

Penmanship l/4"23^ 

Business and Office Practice 2^^ 

Principles of Salesmanship 25<2 

Principles of Advertising 2^<2 

Principles of Real Estate' 2^ 

Transportation 2^ 

Industrial and Household Arts 

Shop Work in its various forms 2-\- 

Cooking ^ 
Sewing 

Millinery I . . 2K> + 

Laundering 

Nursing J 

Rural Industry 

Farm Plans 
Farm Machinery 

Construction of Buildings and Works 
Rural Economics and Farm Management, including 
Marketing and Farm Accounts 



2/2 + 



Esthetic Arts 

Drawing 

Freehand 2 -|- 

Mechanical 2 -|- 

Vocal Music 

Chorus 1 -|- 

Class instruction 2^^ -f- 

(See note on bottom of page 9.) 

Instrumental Music 

Orchestral 2 



39 

Physical Training 

(See Bulletin J, High SchorA Series) 
Classroom Gymnastics . . . . ] 

Gymnasium 1 4 

Health Projects I 

Reviews 

Elementary School Subjects 2^ 

CORE OF THE HIGH SCHOOL CURRICULA 

The National Association of High School Principals at its 1922 
meeting adopted a schedule of constants or major lines of instruction.* 
The committee that formulated this report designated the following 
six fields of work as essential to every high school curriculum ; 

1. Health 4. Social Science 

2. Language 5. Exact Science 

3. Social Arts 6. Vocations 

If we assume that these six lines of work are to be treated for instruc- 
tion purposes from the ethical standpoint, then they embrace the seven 
objectives laid down by the National Committee in its well known re- 
port. There is, evidently, considerable overlapping between 1, 4, 5 and 
6, so that, with proper definitions of scope, the number of departments 
may be reduced to four, viz : 

1. Health 3. Civics 

2. Language 4. Vocations 

In this group the content of the first three ; Health, Language and 
Civics might well be prescribed, while that of the fourth should be 
elective. The term vocation is here used in its broad sense so as to in- 
clude not only industrial and trade information and training, but also 
preparation for the practice of teaching, law, medicine, engineering, 
art, music, journalism, literature, business administration, secretarial 
service and household arts. That is, it includes those subjects 
that are vocational as well as those that are pre-vocational in their 
purposes. 

From this point of view the basis of curriculum making is not so 
much concerned with balancing the claims of various subjects to a 



*See the Sixth Year Book, National Association of High School Principals. 



40 

place in the curricula, as it is with the schedule presented in table 1, 
page 34. Evidently English will run through all four years of every 
high school curriculum and will cover from 16 to 20 points of work as 
defined on page 36, Health will include what is prescribed by the 
New Jersey Statute, plus as much of General Science (or Biology), 
Physiology and Hygiene, and Sanitation as can be covered in four years 
within 20 points of work. Civics, or Social Science, will run through 
the four years, embracing Community Civics, World History, Prob- 
lems in Democracy, Economics, Sociology and Ethics requiring not 
fewer than 16 points of work. This minimum of 52 points out of a 
possible 84 is absorbed by the core of instruction. The remaining 32 
may be devoted to the vocational subjects which best conform to the 
objective of each individual. The following table shows an application 
of these principles to a 9th grade college entrance curriculum. 

Association New Jersey 9tli Grade College Entrance 

Schedule Schedule courses Pds. Pts. 

r Physical Training, General 3 1 

1. Health 1. Health 1. -^ Science or Physiology and 2 2 

[ Hygiene or Biology 

2. Language 2. Language ....2. English 5 5 

3. Social Arts ] 3. Civics 3. ( Community Civics 8 3 

4. Social Science J 1 Music or Drawing 2 1 

5. Exact Science .... ) 4. Vocations . ..4. ( General Mathematics 5 5 

6. Vocations j ( Latin 5 5 



Of course, little advantage is to be gained by equating our present 
curricula to the new schedule ; the value of the new basis lies in the 
fact that it stimulates the curriculum maker to select from the various 
arts and sciences those topics, chapters, divisions, departments, or courses^ 
which best contribute to the main objectives of secondary education. 
For example, certain exact sciences and certain natural sciences must 
appear in the curriculum not because they are distinct departments of 
human experiences but because they contribute essentially to Health 
Instruction. Similarly, Drawing, Music and Painting are not included 
because they represent a distinct department, viz., fine arts, but because 
they are an essential part of civic training. Thus, the purpose of 
education controls the selection both as to kind and amount of subject 
matter. 

This basis for curricula making has the further advantage that it 
focuses the attention upon the interests of the pupil rather than upon 



41 

the courses of study. Matthew Arnold described education as "The get- 
ting to know on all matters which concern us, the best which has been 
thought and said in the world; and through this knowledge turning a 
stream of fresh and free thought upon our stock notions and habits." It 
is this recurring, re-juvenating process that we must recognize. This 
continued rechecking and selecting must characterize our treatment of 
subject matter. Our curricula must be constantly adjusted to current 
needs and conditions in order to conform to a dynamic type of edu- 
cation which alone can fit a dynamic world. 

CURRICULUM OF A SMALL SCHOOL 

Emphasis has previously been laid on the fact that pupils, when 
they reach the high school age, should find curricula in the high school 
sufficiently varied to meet their needs. Educationally, therefore, a high 
school should be large enough to warrant the establishment of such 
varied curricula. The rule that for four years of work there must be at 
least three teachers devoting their entire time to the high school is de- 
signed to meet this situation. Variety in curricula, however, must be 
limited in specific cases to existing conditions. It is a grave mistake for 
a small school, with its limitations in the number of teaching periods, 
to attempt to carry out the program of a large high school. 

It will be generally accepted that the small high school, enrolling 
from 75 to 100 pupils, presents in many respects as favorable conditions 
for effective work as the large high school, providing competent teachers 
are employed. The tendency unfortunately in some districts is to pay 
low salaries, to make frequent changes of teachers and to provide in- 
adequate laboratory and library facilities. 

From the subjects listed above and with the figures given in table 
1 as a basis, and from a study of type programs of studies, curricula 
especially adapted to a particular district may be organized within the 
limitations of teaching force and equipment. // will be far better for a 
small school to organize a single curriculum which shall be well taught 
than to attempt to spread its energies over several curricula. The im- 
portant element in the approval of a school is the quality of its work 
and not the extent of its curricula. 

Additional elements in the approval of a high school are the adequacy 
of the facilities and equip?nent, the neatness and general orderliness of 
the rooms, building and grounds^ and the character and neatness of the 
outhouses. 



42 

PRESENT DAY PRACTICES 

In the organization and administration of secondary schools the fol- 
lowing practices, sanctioned by experience, should in general be observed : 

1. The number of prepared recitations per week for each pupil should 
not exceed twenty, except in unusual cases. 

2. To assist a pupil to acquire and establish right habits of study, 
some recitation periods in each subject should be spent in recitation- 
study with the teachers. 

3. Pupils should not be permitted to begin more than one foreign 
language in a given year. A foreign language having been begun, it 
should be studied at least two years. Wherever possible, opportunity 
for four years of work in a modern foreign language should be given. 

4. The following elements are deemed essential to a well-balanced 
academic curriculum, and should in general be prescribed for all pupils: 
English, Social Science, including History and Economics; Natural 
Science; Practical Arts; Physical Training. (See page 34). 

5. Most subjects of the curriculum should be expressed in courses 
extending throughout at least one year. 

6. The high school being recognized as a place of testing as well as 
of training, there should be flexibility in the administration of the pro- 
gram of studies. Curricula being schematic organizations of the various 
units of subject matter, each leading to a definite goal, they should not 
when once chosen, hold a pupil to their continued pursuit, if all evidence 
indicates that an unwise choice has been made. With the consent of 
parents and the principal changes should be allowed. 

7. In exceptional instances pupils should be permitted to complete 
a curriculum in less than four years, provided that all work is done in 
regular class exercises. 

8. In all classes in Natural Sciences, in Drawing and Practical Arts 
two consecutive periods should be devoted each week' to recitation. 

9. In general, it may be said that in a school with from three to six 
teachers, economy and ease of administration require that the various 
curricula shall be so related as to form practically one curriculum con- 
sisting of the general elements mentioned in section 4, and such optional 
subjects as may be necessary for pupils seeking different ends. 



43 

10. In small schools, combination of classes and alternation of sub- 
jects by 3'ears are feasible when one year's work is not too closely depen- 
dent upon that of another. For example, by a combination of third 
and fourth year classes, Physics and Chemistry may be given in alternate 
years. Similar combinations and alterations may be made with classes 
in History, Algebra and Geometry and possibly in Literature. 

11. In the assignment of subjects and in the number of recitation 
periods, due regard should be had for the out-of-school work devolving 
upon teachers. Teachers of English, for example, have many themes 
to correct each week, and teachers of laboratory science and manual 
activities must spend much time in the preparation of apparatus and 
material. 

12. In general, the number of daily periods of classroom instruction 
given by any one teacher should be at least one less than the total num- 
ber of periods per day, and the total number of periods a week per 
teacher should not exceed 30. It is highly desirable that this number 
be 25. 

13. Thirty is recognized as the maximum number of pupils in any 
recitation division or class in the high schools. The number should be 
kept to 25 if possible. Laboratory divisions should not exceed 20 pupils. 

14. The academic counts required for graduation should be from a 
minimum of 76 (rule 3 d, page 8) to a maximum of 84. 

NOTES ON PROGRAM OF STUDIES 

1. Although three foreign languages are mentioned, it is not supposed 
that in a small school more than one will be taught. If Latin is the 
language chosen, instruction for four years is suggested. If either Ger- 
man or French is offered, the instruction should cover three years of 
work. Only the large schools will be able to offer more than one foreign 
language, or to offer four years of a modern language. 

2. In the first year a course combining Algebra and Plane Geometry 
is suggested. Such a course is sometimes known as "First year Mathe- 
matics." These phases of Mathematics when taught separately as Alge- 
bra and Geometry tend to take on the rigid form of a, final science, and 
result in a formalism in method of presentation. But when correlated 
it is relatively easy to get a method of approach which is inductive. 



44 



PROGRAM OF STUDIES FOR A 
SPECIAL REFERENCE TO 



ELEMENTS OF A 
CURRICULUM 



Grade IX 



PERIODS 
PER WEEK 



Grade X 



PERIODS 
PER WEEK 



English Language 
and Literature . 



(a) Composi- 

tion, Oral 
and Writ- 
ten 

(b) Spelling 
Grammar 

(c) Literature 



(a) Composi- 

tion, Oral 
and Writ- 
5 ten 

(b) Spelling 
Grammar 

(c) Literature 



Foreign Language 



Latin 



5 



Latin or 
German 
French 
Spanish 



or 
or 



Mathematics 



*Algebra and 

Plane 1- 5 5 

Geometry 
Algebra 5 5 



Business and 
Industrial 
Arithmetic 

Plane 

Geometry 



Social Science, including 
History 



Community 
Civics and 
Study of 

Vocations 



Early Euro- 
pean His- 
tory 





Elementary 








Biology 






(See Notes) 


Science 
Physical 


4 


4 


(a) 


(Agricultural) 
Botany 








Geography 


[ * 


2 


(b) 


Zoology 


1 ^ 


5 




('A year) , 








(Animal 








Elementary 








Husbandry) 








Agriculture 


\ 4 


2 


(c) 


Hygiene 








(^ year) J 














Practical Arts and Esthetic 


Drawing 








Drawing 






Arts 


Freehand or 
Mechanical 


\ 2 


1 




Freehand or 
Mechanical 


■ 2 


1 


Miscellaneous Subjects 


Manual 








Manual 








Training 


\ ^ 


1 




Training 


I 2 


1 




(ShopWork) 








(ShopWork) J 








Cooking 


2 


1 




Cooking 


2 


1 




Sewing 


2 


1 




Sewing 
Accounts 
(Book- 
keeping) 


2 
> 5 


1 
5 




Music 








Music 








Physical 








Physical 








Training 








Training 







*Note 2, page 43. 



45 

SMALL HIGH SCHOOL WITHOUT 
COLLEGE PREPARATION 



Grade XI 



PEifwEEK COUNTS Grade XII 



PERIODS 
PER WEEK 



(a) Composi- 

tion 

(b) Literature 



(a) Composi- 
4 tion 

(b) Literature 



Latin or 






Latin or 






German or 


5 


5 


German or 


5 


5 


French or 


French or 


Spanish 






Spanish 






Intermediate 












Algebra 


\ 5 


2/2 








{yi year) 












Solid Geom- 












etry 


[ 5 


2/2 








{'A year) J 












Modern 






United States 






European 


1 ''■ 


4 


History 


* 


4 


History 






and Civics 


1 










Economics 


5 


5 








Problems in 












American 


[ 2/ 


2/2 








Democracy 


1 





Applied or 
General 
Physics 



Applied or 
General 
Chemistry 



Drawing 


2 


1 


Drawing 


(2) 


1 


Manual 

Training ^ 


2 


1 


Manual 
Training 


I (2) 


1 


Accounts 
(Book- 
keeping) and 
Business 
Practice 


■ 5 


5 


Review of 
Elementary 
Subjects 


]' 


2/2 


Music 
Physical 
Training 






Music 
Physical 
Training 







46 

3. The courses in Natural Science for the first year are either Ele- 
mentary Science, or Physical Geography and Elementary Agriculture. 

The purpose of the course in Elementary Science is to give the pupil 
not only an interpretation of common phenomena, but also a view of the 
field of Science which may be studied later as Biology, Physics and 
Chemistry. 

The work in Physical Geography and Elementary Agriculture should 
be made as concrete and practical as the facilities of the school will 
allow. 

In the second year the course should deal with the principles of 
Biology and their applications in the fields of Botany and Zoology in 
relaiion to the farm. The same viewpoint is suggested for the work in 
Physics in the third year and Chemistry in the fourth year. 

In general, the instruction in Music will be in the form of chorus 
singing. This should find a place in all school curricula. Where special 
opportunities are at hand for systematic class instruction in Vocal Music, 
courses should be offered, for which academic counts may be given. 
For this purpose the teacher must hold a license to teach Music in the 
high school. 

The course in Community Civics and a study of vocations is designed 
to lead a pupil to see the importance and significance of the elements of 
community welfare, among which are protection of life and property, 
health, recreation, education, civic beauty, communication, transpor- 
tation, etc. ; to know the social agencies that exist ; to secure these ele- 
ments of community welfare ; and to recognize his civic obligations, 
present and future, and to respond to them by appropriate action. The 
study of vocations is designed not only to help a pupil choose his voca- 
tion intelligently when the time comes to make a choice, but to give 
him respect and appreciation, and should thus develop a better under- 
standing between citizens of diverse callings. 

Physical Training, First Aid and Fire Prevention are required by 
law for all pupils. For the girls, Domestic Hygiene, and Nursing are 
also required. 

In addition to the 60 full hours of Community Civics required in the 
9th or 10th grade, 60 full hours of Problems in American Democracy 
are required in the 11th or 12th grade. 



47 

GENERAL CURRICULA 

From the program of studies given on pages 44 and 45, at least 
two curricula may be organized, one with and the other without a for- 
eign language. These and the following curricula are offered to school 
officials as suggestions only. They may be modified, subject to approval 
to meet local conditions. 



I. WITHOUT A FOREIGN LANGUAGE 



Grade IX 



Periods Counts 



Englisli 5 

Elementary Mathematics . . 5 
Community Civics and a 
Study of Vocations (page 

46) 3 

Elementary Science 5 

Drawing 2 

Manual Training 2 



Grade X 



Periods Counts 



English 5 

Business and Industrial 
Arithmetic 5 

{Biology, see note 1 6 
Early European 
History 4 
Accounts (Elemen- 
tary Bookkeeping 
note 3) 5 

Drawing or 2 

Manual Training 2 



21 or 22 



Grade XI 

English 5 

Applied Physics, see note 4 7 

{Algebra 'V2 
Solid Geometry % 5 
Modern European 
History 4 
Accounts (Book- 
keeping) 5 

Elective 

Drawing or 2 

Manual Training 2 



Periods Counts 
5 



Grade XII Periods Counts 

English 5 5 

U. S. History and Civics 
and Problems in Amer- 
ican Democrax-y 5 5 

Review of Elementary Sub- 
jects 5 2% 

^Agricultural Chem- 
Choosej istry (see note 2) 7 5 

two ] Economics 5 5 

lElectives .4 or 5 4 or 5 

Elective 

— — Drawing or 2 1 

21 or 22 Manual Training 2 1 

22% + 

NoTE 1. Biology should include Botany with special reference to the plant 
life of the locality, and may well include phases of fruit growing, as well as 
flower and vegetable gardening. Biology should also include a study of life as 
represented in the animals and insects of the farm or village. 

Note 2. Applied Physics and Applied Chemistry refer to the application of 
the principles of these sciences to the affairs of the farm or the household. 

Note 3. The Bookkeeping requires daily preparation outside of class. 

Note 4. Physics and Chemistry may be given alternate years, pupils of 
grades XI and XII being combined. 

Note 5. Physical Training receives 3 periods and 1 count in each year. 



48 



II. WITH ONE FOREIGN LANGUAGE 



Grade IX 



Periods Counts 



English 5 5 

Algebra 5 5 

Community Civics and 

Study of Vocations 5 5 

Latin or Elementary Science 5 5 

Drawing 2 1 

Manual Training 2 1 



Grade X 



Periods Counts 



English 5 

Plane Geometry 5 

Latin or German or French 5 

fBiology 6 

Early European 

Choose J History 4 

one 1 Accounts (Elemen- 
tary Bookkeep- 
ing) 5 

Drawing or 2 

Manual Training 2 



21 or 22 



Grade XI 



Periods Counts 



English 5 5 

Applied Physics 7 5 

Latin or German or French 5 5 

Algebra i^ 

Solid Geometry % 5 5 
Modern European 

History 4 4 

Acxjounts (Book- 
keeping) 5 5 

Elective 

Drawing or 2 1 

Manual Training 2 1 



Choose 
one 



Grade XII Periods Counts 

English 5 5 

U. S. History and Civics 
and Problems in Amer- 
ican Democracy 5 5 

Latin, German or French.. 5 5 

Review Elementary Subjects 5 2Vz 

Choose j Applied Chemistry 7 8 

one |l Economics 5 5 

22% 



See notes under Curriculum 1, page 47. 






49 



SAMPLE CURRICULA OF A SMALL SCHOOL 

Enrollment: Assume grade IX, 20; grade X, 14; grade XI, 15; grade 
XII, 10; total, 59. 

Teachers, 3 ; Principal teaches two periods a day. Seven period day. 



General 

Periods 

English 5 

Algebra 5 

Community Civics 2i^ 

f Latin 5 

Take j Early European 

two ] History 4 

[ Elementary Science 5 



English 5 

Plane Geometry 5 

™ , i Latin 5 

lake -'French 5 



Commercial 



GRADE IX 

Counts 



Periods Counts 

5 Eug-lish 5 

5 Bookkeeping 10 

2% Community Civics 2i^ 

5 ('Algebra 5 

Tiike J Eorly European 

4 two ) History 5 5 

4 I Elementary Science 5 4 



5 
5 

21/2 

5 



two 



Botany & Zoology 6 



GRADE X 

5 English 5 

5 Bookkeeping 10 

5 Commercial Arithmetic . . 5 

5 1 ake ) Spanish 5 

5 one \ Plane Geometry . . 5 

GRADE XI 



English 5 

Physics 6 

Intermediate Alge- 
bra, % year.... 5 
Solid Geometry, 'Vz 

year 5 

Latin 5 

French 5 



Take 
three 



5 
5 

2 ¥2 
21/2 

5 
5 



English 5 

Stenography 5 

Typewriting 5 

Commei'cial Geography ... 4 

Take I Physics 6 

one I Spanish b 



GRADE XII 



and 
lean 



English 4 

U. S. History and Civics 
Problems in Amer 

Democracy .5 

fChemi-stry 6 

Latin 5 

French 5 

Trigonometry, % 

year 5 

Review of Elemen- 
tary Subjects, "Vz 
year 5 



Take 
two 



21/2 



21/2 



English 4 

Stenography 5 

Typewriting 5 

Business Law and Econ- 
omics 5 

U. S. History and Problems 

in American Democracy 5 



5 
5 

2% 
4 



4 

5 

21/2 

5 
5 



Notes: Physics and Chemistry alternate years. 

Cicero (Latin XI) and Vergil (Latin XII) alternate years. 

79 counts necessary for graduation, including Physical Training. 

75 per cent passing mark in each subject. 

Each science has one double laboratory period weekly. Note-books 
required. 

Two years of a foreign language required for credit, except for rea- 
sons of weight, when one year may be accepted. 

No pupil will be permitted to carry more than four subjects a year, 
except by special permission of the principal. 



50 



CURRICULA WITH AGRICULTURAL AND HOMEMAKING APPLICATIONS 



GRADE IX 



Periods Counts 



Periods Counts 



Boys 



Englisli 5 

General Mathematics 5 

Community Civics and 
Study of Vocations (see 

page 46) 4 

Elementary Science 5 

Drawing:, Mechanical 2 

Manual Training 2 

(Farm Carpentry) 



English 5 

Business and Industrial 

Arithmetic 4 

Biology' 5 

World History 4 

Drawing, Mechanical 2 

Farm Blacksmithing 2 



Girls 

English 5 

General Mathematics 5 

Community Civics and 
Study of Vocations (see 

page 46) 4 

Elementary Science 5 

Elementary Sewing 2 

Elementary Cooking 2 



21 

GRADE X 

English 5 

5 Business and Industrial 

Arithmetic 4 

4 Biology' 5 

5 World History 4 

4 Dressmaking 2 

1 Cooking 2 

1 



English 4 

Elementary Bookkeeping^ . 5 

Agricultural Physics' 5 

Road Building, or Market 
and Flower Gardening, 

or Field Crops 5 

(Vz year each) — 



English 5 

United States History, 

Civics and Problems in 

American Democracy ... 5 
Cbemistry, Agricultural, 

HousehokP 5 

Rural Economy and Farm 

Management 4 



GRADE XI 

4 English 4 

5 Elementary Bookkeeping^ . 5 
5 Agricultural Physics' 5 

Household Decoration and 
Household Mechanical 
5 Appliances 5 



GRADE XII 

English 



United States History, 
Civics and Problems in 
American Democracy . . . 

Chemistry, Agricultural, 
Hou.^ehokP 

Advanced Physiology and 
Hygiene and the elements 
of Nursing, also Launder- 



^See note 1, page 47. 
^Requires outside preparation. 
^See note 2 under Curriculum I, page 47. 
Physical Training, 3 periods and 1 count in each year. 



51 



Note: It will be observed that the above curriculum does not aim to give 
skill in the vocation of farming or housekeeping, but through the subjects 
offered pupils will be led to get an insight into the problems of a rural com- 
munity and of a household. 

Housekeeping is fundamentally a part of the home life of most girls and 
they should become intelligent in performing its duties. The study of agricul- 
ture has for many boys a greater educational value than older traditional 
subjects. 

BUSINESS CURRICULUM 

For Clerical Positions 



GRADE IX 

Periods Counts 

English 5 5 

Community Civics 5 5 

Arithmetic 4 4 

*Bookkeeping a 5 

Drawing 2 1 

Physical Training 3 1 



GRADE X 



Periods Counts 



English 5 

*Bookkeeping 5 

I Modern Language 5 
Choose I Enrly European 

two ^ History 5 

(^Biology 6 

Drawing 2 

Physical Training 3 



GRADE XI 

Periods 

English 5 

Stenograpliy 5 

T>-pewriting 5 

Modern Language 5 
Modern European 

History 5 

Physics 7 

Physical Training 3 



Choose 
three 



Counts 
5 
5 

21/2 
5 

5 
5 
1 



GRADE XII 

Periods 

English 5 

Ecpnomics 3 

Commerical Law 2 

United States History, 
Civics and Problems in 
American Democracy . . 5 

('Stenography 5 

ise ^' 

I Chemistry 
Physical Training 



Choose ^ Typewriting 5 



Counts 
5 



*The above curriculum makes emphasis possible upon both bookkeeping and 
stenography or upon bookkeeping only. The bookkeeping should require daily 
preparation outside of class unless double periods are provided. 



52 



COLLEGE PREPARATORY CURRICULA 



GRADE IX 

Periods 

English 5 

Latin 5 

Community Civics ly^ 

Algebra 5 

Ancient History 5 

Physical Training 2 



GRADE XI 



Periods 
. . 5 



Engrlisli 

Latin 5 

*French or German 5 

'tChemistry 7 



Choose 
one 



or 



Intermediate 

bra 

mid 
Solid Geometry 



Alge- 



Intermediate 
bra 



Alge- 



$Plane Geometry 



1. Classical 

GRADE X 
Counts Periods 

5 English 5 

5 Latin 5 

2% French or German 5 

5 Plane Geometry 5 

5 or 

1 JEnglish History 5 

GRADE XII 
Counts Periods 

5 En!?lish 5 

5 Latin 5 

5 Problems in American 

^ 5 Democracj' 2i/i 

Frencli or German 5 

Intermediate Alge- 
bra 5 

Intermediate Alge- 
21^ bra and Chemis- 

Choose J try ly^. 

one i Intermediate Alge- 

l)ra and Physics lyz 
Intermediate Alge- 
bra and Trigo- 
Lnometry 5 



Counts 
5 
5 
5 
5 



Counts 
5 



21/2 

5 



2% 



7% 



2. Technical School 



GRADE IX 

Periods Counts 

English 5 5 

Algebra 5 5 

Community Civics ly-^. 2% 

Ancient History 5 5 

Physical Geography 5 5 

or 

Elementary Science 5 5 



GRADE X 

Periods 

English 5 

*French or German 5 

English History 5 

or 

Biology 6 

Plane Geometry 5 



Counts 
5 
5 
5 

5 
5 



GRADE XI 

Periods Counts 

English 5 5 

FrencJi or German 5 5 

Intermediate Algebra and 

Solid Geometry 5 5 

Physics 7 5 



GRADE XII 

Periods Counts 

English 5 5 

United States History 
Civics and Problems in 
American Democracy ... 5 5 

Chemistry 7 5 

Algebra and Plane Trigo- 
nometry 5 5 

*The language chosen should be determined by the recommendation of the 
higher institution the pupil intends to enter. 

fFor entrance to most of the women's colleges it is preferable to take chemis- 
try in the eleventh grade, deferring the intermediate algebra to the twelfth 
year. 

:j:The entrance requirements of the college in view will determine the elective 
here and in the succeeding years. 

Physical Training receives 3 periods and 1 point in each year. 



53 



HOUSEHOLD ARTS CURRICULUM 



GRADE IX 



Periods Counts 

English 5 5 

Community Civics 5 5 

Elementary Science 5 5 

Drawing 2 1 

Sewing 2 1 

Cooking 2 1 



GRADE X 

English 

Early European History 

Biology 

Drawing 

Sawing 



Periods Counts 



Cooking 2 



GRADE XI 

Periods 

English 5 

Modern European History 5 

Applied Phj'sics 7 

Drawing 2 

Sewing 2 

Cooking 2 



GRADE XII 
Coutits Periods 

5 English 5 

5 United States History and 

5 Problems in American 

1 Democracy 5 

1 Applied Chemistry 7 

I Drawing 2 

Sewing 2 

Cooking 2 

Elective 

Economics 3 

Music, chorus singing throughout the four years. 

Physical Training receives 3 periods and 1 count in each year. 



Counts 
5 



TEACHERS MEETINGS 

High schools which have curricula extending over but two or three 
years will be somewhat influenced by the curricula of the four year 
schools to which pupils may go. 

The necessary adjustment of work should be made with the super- 
vising principal or principal of the receiving school and also in con- 
junction with the county superintendent. 

Not only should the administrative officers of both schools confer, but 
conferences among the teachers, both within and without the district, 
should be frequent. A stronger spirit of cooperation, common standards 
of judgment and a smoothing of the way for those who enter upon the 
new life of the high school, will result. 

Monthly or bi-monthly meetings of high school teachers, which should 
also be attended by teachers of the seventh and eighth grades, are abso- 
lutely necessary for unifying and vitalizing the work of the school. In 
addition to the usual matters of administrative routine and the dis- 
cussion of methods of teaching, the needs of particular pupils and topics 
concerning the relation of the school to the life and spirit of the com- 
munity should have a large place. Thus not only may "team play" be 
established within the school, but a union of the school with the cul- 
tural forces of the community may be effected. 

(See Adjustment of Pupils, page 24.) 



54 

SCHOOL RECORDS 

The keeping of adequate school records is a phase of high school 
administration of very great importance. Current records are neces- 
sary for the making of reports, and permanent records are necessary for 
reference from time to time. Whenever possible all records should be 
kept in a fireproof safe or vault. Every pupil who has attended a 
high school has a right toi expect that the record of what he did there 
will be kept and that it will be available at his request. (See page 
55.) Much would be gained if each pupil at graduation were given 
(on Form D 29) a certified statement of the work he took in his high 
school course. The legal demands of the various professions for evi- 
dence of preliminary academic education are an added reason for ac- 
curate records of scholarship and attendance. Moreover, records give 
to the school administrator information as to how the individual teacher 
performs his duties. Another value is found in the knowledge given 
of the efficiency of the school system as a whole. 

In the larger schools the blank forms will be printed in the school 
printing shop ; in smaller schools they may be mimeographed or type- 
written. On pages 55-58 is a list of standard forms. Some schools may 
combine on one card the data here distributed on several. 

1. Registration blank. For the first admission to high school. 
This should include name, age, birthplace, vaccination record, residence 
(street number), telephone number, school and grade last attended; 
parent's name, residence, occupation, business address and telephone 
number; curriculum, grade entering, credentials presented. 

2. Enrolment or program card. This is filed at the beginning 
of each semester and contains a list of the subjects taken during the 
last semester and a list of subjects for the new semester, with space 
for the approval of parents and teachers ; also the name of the curricu- 
lum followed and the number of credits hitherto earned. 

3. Attendance records. These include daily attendance reports 
from teacher or teachers taking the roll, and reports of absences from 
class or study room. The school register should be used as a permanent 
record of attendance, and should be faithfully kept. Except in small 
high schools excuse blanks for absence and for early dismissal are neces- 
sary ; also cards for readmission after absence. 



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57 



FIGURE 2 



teacher record 
Public Schools, High School Department 



SCHOOL 



teacher 



year 



SUBJECT 

OF 

INSTRUCTION 



( To be con- 
tinued below as 
needed). 



CLASS A 



C 



D 



E 



%A 



%B 



%C 



%D%E 



A — Excellent; B — Good; C — Medium; D — Poor {includes condi- 
tions; E — Failure {repeaters). 



58 

4. Pupil's report card. This gives estimate of pupil's work 
either in percentages or grades, and is issued at the end of a month, 
six weeks, or a quarter ; to be signed and returned by the parent. 

5. Class record. The report for filing, made by the teacher for 
each class. It should include a statement of the marks of each pupil 
for each report period (month, six weeks, or quarter) and for the 
semester examination, and the final marks for the semester, and should 
specify the number of recitation periods a week given to a subject. 

6. Teacher record. This is the record of a teacher for all his 
classes. The columns from left to right should show : ( 1 ) the calendar 
year; (2) the subject taught; (3) the class of the school in which the 
subject was taught, e. g., grade IX; (4) the absolute number of marks 
assigned to the class in the subject; and (5) the percentage which the 
number of each mark is of the whole number of marks assigned to the 
class in the subject. (See figure 2, page 57.) 

7. Certificate of marks for the transfer of pupils. (Form 
D-29). 

8. Record of work accomplished by each class. The follow- 
ing form is suggested for the teachers' reports to the principal. 

High School at 

SUMMARY OF CLASS WORK IN 

For the Year 19 -19 

Time 

periods a week for weeks. 

Scope 

1. Textbook used, giving exact amount covered and parts omitted. 

2. Supplementary work supplied by the teacher. 

3. Work by pupil (aside from mastery of text) 

Note. Where the work varies from day to day or from month to month 
give the studies in the order of change, stating: 

(a) The time in weeks spent on each text or subject 

(b) The exact amount covered in each case 

(c) The dates between which the work fell 



59 

Method 

1. Character of oral classroom work 

2. Frequency and character of written tests 

3. Reviews 

Examinations 

1. Time 

2. Scope 

3. Character 

Results 

Comments, Suggestions 

9. Property records. These are absolutely necessary for any 
business-like management of the school property, and should be begun in 
all schools which do not already have them. 

A. Records for textbooks: (1) Forms for charging books to 
teachers and pupils. (2) Textbook record, with blanks for the fol- 
lowing information : number of copies, title, author, publisher, edition, 
use, cost, date purchased, final disposition, shelving. (3) Shelf- 
list for stock-room. Some schools have an annual stock record show- 
ing number on hand, number unfit for use, number required for en- 
suing year, number of new volumes to be purchased. 

B. Library record. The accession catalog is the best record. 
A good charging system should be followed. Full information regard- 
ing library forms may be secured by addressing the State Library Com- 
mission, Trenton. 

C. Equipment records. These are for laboratory apparatus, man- 
ual training, domestic science and gymnasium equipment, maps, etc., and 
should contain an itemized list of the various articles in stock, the kind, 
the date purchased, the firm from whom purchased, the cost, and the 
disposition. 

Additional forms are sometimes required, as charge slips for material 
and labor in industrial arts, doctor's and nurse's certificates, teacher's 
reports of work. 

10. Reports to the Commissioner of Education. At the end 

of each school year, June 30, the principal of each high school is re- 
quired to report upon the work of the school on blanks prescribed by 
the Commissioner of Education (Form A 6). These reports are of 



60 

value, not only for their statistical data but also for the records of class 
work they contain. Such records are sometimes needed when local 
records are unobtainable by a person asking for credentials, or when 
it is desired to compare during different years the work accomplished 
in any subject. 

HIGH SCHOOL GRADUATES IN THEIR RELATION TO 

A. ENTRANCE REQUIREMENTS TO STATE NORMAL SCHOOLS. 

The State Board of Education, at a meeting held May 6, 1922, 
adopted the following requirements for admission to the State Normal 
Schools : 

A candidate may satisfy the scholarship entrance requirements by the pos- 
session of a first grade county teachers certificate, a permanent elementary 
teachers certificate or a secondary teachers certificate, or by graduation from 
a four-year course of an approved high school or private secondary school 
approved by the State Board of Education; provided that, beginning with 
the entering class of September 1922, the candidates who present as entrance 
requirements graduation from a four-year course of an approved high school 
or private secondary school approved by the State Board of Education, shall, 
in addition thereto, be examined in Arithmetic, Spelling, English Grammar and 
Composition under direction of the principals of the respective normal schools, 
and shall be given such tests for general Intelligence as the principals may 
deem wise and proper; and provided further that, beginning with the entering 
class of February 1923, the fitness of all such high school and secondary school 
graduates shall be determined by the result of such entrance examinations, as 
well as by their certificates of graduation. 

A certificate issued by a high school to an applicant for admission to a 
normal school shall name the high school subjects the applicant has taken, 
the number of weeks given to each subject and the number of recitation 
periods a week, such certificate to close with these lines: "This certifies that 
the record of the above named applicant for character and lor accuracy in 
scholarship (including such elementary branches as Spelling, Arithmetic, Eng- 
lish Grammar and Composition) is such that I believe the applicant will be 
successful in the work of the normal school, and if graduated therefrom will 
make a successful and satisfactory teacher. (Signature of principal.)" 

Applicants for admissioii should keep in mind the following regu- 
lations: 

Only residents of New Jersey will be admitted. 

Students must be at least sixteen years old at time of entrance. 

A testimonial of good character and a certificate from a reputable 



61 

physician stating that the applicant is in good health and free from 
any physical defect that would disqualify for the work of teaching must 
be presented. 

No applicant will be admitted who fails to meet the scholarship re- 
quirements of the State Board of Education. 

Upon entrance all students must sign a declaration that they intend 
to teach in the public schools of New Jersey for at least two years im- 
mediately after being graduated, unless excused temporarily by the 
State Board of Education. 

Students who elect any other than the general course must satisfy 
the principal that they can meet the special requirements prescribed for 
admission to the course. 

New classes in all courses begin in September, and in the general 
course in February also. 

The resolutions quoted on the preceding page make it necessary that 
the school withhold acceptance until a given date in order to balance 
the county apportionments. As soon as possible after that, date, namely, 
January first for the February term, and June first for the September 
term, applicants will be notified of their acceptance or non-acceptance. 

The principals of the State Normal Schools have been instructed by 
the State Board of Education to exclude from these schools at the close 
of the first half year such students as are unable to pass the prescribed 
examinations in the work of that half year, including English Com- 
position, Spelling, and Arithmetic. 

FURTHER RESOLUTIONS, ADOPTED BY THE STATE BOARD OF EDUCATION 
SEPTEMBER 9 AND OCTOBER 7, 1922. 

Resolved: That an entrance examination for the term beginning 
February, 1923, shall be held at the several State Normal Schools on 
Saturday, December 16, 1922, at 10 A. M. 

Resolved: That applicants shall be examined in English Grammar, 
and Composition (one paper), Spelling and Arithmetic. 

Resolved: That no applicant shall be admitted to any normal school 
who fails to make an average of 70 per cent in the three subjects, or 
who fails to make an average of 60 per cent in any one subject. 

Blank forms used in admitting pupils to the normal schools may be 
obtained from the normal school principals. 



62 



SPECIAL PREPARATION 



Expressed in general terms, the equipment which candidates enter- 
ing the normal schools should bring to their work involves: 

1. The habit of speaking and writing good English. 

2. The habit of spelling correctly. 

3. Some knowledge and appreciation of good literature. 

4. An elementary acquaintance with General History with em- 
phasis upon Modern History. 

5. The ability to read at least one foreign language. 

6. Such a knowledge of natural phenomena as may be gained 
from laboratory courses in two sciences, preferably General Science 

and one of the specific science. 

7. The ability to draw from the object. 

8. The ability to read Music. 

9. A knowledge of Algebra and of the elements of Plane Geom- 
etry, preferably a course in general Mathematics. 

10. A recent review of Arithmetic, Geography, United States 
History and English Grammar. 

A student who is deficient in any of these requisites will find the work 
of the normal school proportionately difficult. 

For further details see the annual catalogs of the several State Nor- 
mal Schools. 

B. TEACHERS CERTIFICATES 

Before admission to examination each candidate for a limited ele- 
mentary certificate must: 

1. Be a graduate of a four-year course in an approved high school, 
or have received an equivalent education ; and also 

2. Have successfully completed two six-week sessions of a New Jer- 
sey State Summer School, or other summer school approved by the State 
Board of Examiners, or have had equivalent training. At the first 
summer school session the applicant must take "School Management," 
"Methods of Teaching Elementary School Subjects," and "Physical 
Training, Course 1." At the second session he must take "Phj^sical 
Training, Course 2." 



63 

Applicants for the Special Kindergarten, Modern Language, Book- 
keeping, Stenog'raphy and Typewriting, Classes Below Normal, and- 
Physical Training certificates, respectively, must be graduates of a four- 
year approved high school. 

Evidence of work done in an approved high school must be given 
on the form shown on page 69, and forwarded through the County 
Superintendent to the Commissioner of Education at Trenton. For full 
particulars regarding Teachers Certificates the pamphlet of the State 
Board of Examiners should be consulted. 

C. LAW 

To enter upon the study of law in New Jersey, each candidate, in 
addition to other qualifications, must secure a "qualifying academic cer- 
tificate" issued by the Commissioner of Education, showing that the 
applicant has completed an approved four year high school course or its 
equivalent. This certificate may be obtained either by the presentation 
of satisfactory school credentials in accordance with the plan 
described on page 68, entitled "Records from approved schools," or by 
securing 72 academic counts as described on page 72 of this bulletin. 
The certificate must have been completed before clerkship can be 
credited, and law schools now require it at the time of admission. 

For the full conditions governing preliminary examinations applica- 
tion should be made to the Clerk of the Supreme Court, State House, 
Trenton. 

D. MEDICINE 

Prospective medical students should, before matriculating at a med- 
ical college or medical school, secure a "qualifying academic certificate" 
from the Commissioner of Education at Trenton. Up to July i, IQIQ, 
no person will be permitted to take examinations for license to practise 
medicine and surgery in this State who cannot present a "qualifying 
academic certificate" showing that before he entered upon the study of 
medicine he had completed an approved four-year high school course 
or its! equivalent (see page 67). 

This means that no person beginning the study of medicine on or 
after July 1, 1914, can enter a medical college or medical school with- 
out complying with the above conditions. 



64 

On and after July i, IQIQ, and July I, 1920, respectively, the fol- 
lowing law governs all candidates who apply for the examination of the 
State Board of Medical Examiners: 

A. From and after the first day of July, one thousand nine hundred and 
nineteen, no person shall be admitted to examination for license to practise 
medicine or surgery, unless he shall present to said board a certificate from 
the Commissioner of Education of this State, showing that in addition to, and 
subsequent to, obtaining the preliminary and academic education above men- 
tioned (i. e., an academic education consisting of a four-year course of study 
in an approved public or private high school, or the equivalent thereof) and 
prior to commencing his or her study in a medical college, he or she had com- 
pleted a satisfactory course of one year in a college or school of art and science 
approved by the Commissioner of Education of this State, during which year 
he or she had studied either French or German, and also Chemistry, Physics 
and Biology. 

B. From and after the first day of July, one thousand nine hundred and 
twenty, no person shall be admitted to examination for license to practise medi- 
cine or surgery, unless he shall present to said board a certificate from the 
Commissioner of Education of this State, showing that in addition to, and 
subsequent to, obtaining the preliminary and academic education mentioned 
in the first paragraph of this section and prior to commencing his or her study 
in a medical college he or she had completed a satisfactory course of two 
years in a college or school of art and science approved by the Commissioner 
of Education of this State, during which two years he or she had studied either 
French or German, and also Chemistry, Physics and Biology. 

C. Every applicant for admission to examination for a license to practise 
medicine or surgery shall, in addition to the above requirements, prove to said 
board that he has received a diploma conferring the degree of doctor of 
medicine from some legally incorporated medical college of the United States, 
which college, in the opinion of said board, was in good standing at the time 

of the issuance of said diploma After the first day of July one 

thousand nine hundred and sixteen, such applicant shall, in addition to the 
above requirements, further prove to said board that after receiving such 
degree, diploma or license, he has served as an interne for at least one year 
in a hospital approved by said board. (P. L. 1915, Chapter 271). 

A ruling of the State Board of Medical Examiners is as follows: 
This Board will not consider a course of lectures in which the applicant 
has been conditioned in more than one subject satisfactory, unless these con- 
ditions shall have been passed off before entering a subsequent course. If the 
student be conditioned in a number of subjects sufficient to prevent his ad- 
vancing to a higher grade in the same college, that year will not be considered 
as one of the four courses required by this Board, even though at another 



65 

college he be allowed to enter an advanced class; but he must take that entire 
year over, either at the college where he failed or at another one. 

IJ ork done in the premedical course of a medical school or medical 
college, will not be accepted as meeting the requirements of the above 
lazv regarding courses in "a college or school of art and science" so far as 
the qualifying academic certificate is concerned. 

Special attention is called to the fact that the above law requires 
the academic qualification to have been satisfied by September 1, 1914, 
and September 1, 1915, respectively, at the time the applicant for a 
license began his study of medicine. 

Academic counts secured after the completion of a medical course or 
while pursuing a medical course can be accepted only in accordance 
with the supplement to the Medical Act of 1912 (Chapter 152). 

All candidates for medical student certificates whose applications 
rest upon credentials from foreign countries other than those in which 
English is the language of the people, all or any part of which are earned 
or issued in said foreign countries, must pass a special examination in 
English. No counts are granted for the special English examination. 

For complete information regarding the regulations governing the 
practise of medicine the applicant should write the Secretary of the 
State Board of Medical Examiners, Trenton. 

E. OSTEOPATHY 

To be eligible for the examinations leading to a license to practise 
osteopathy the applicant must present to the State Board of Medical 
Examiners a "qualifying academic certificate" showing that before enter- 
ing a college of osteopathy he or she had obtained an academic education 
consisting of a four-year course of study in an approved public or pri- 
vate high school or the equivalent thereof. See page 67.) 

F. DENTISTRY 

A candidate for examination to secure a license to practise dentistry 
must present a "qualifying academic certificate" showing that before 
entering a dental college he or she had obtained an academic education 
consisting of a four-year course of study in an approved public or private 
high school or the equivalent thereof. (See page 67). The dental 
laws of New York and Pennsylvania require the inclusion of the 
Sciences, Physics, Chemistry and Biology. 



66 

G. CERTIFIED PUBLIC ACCOUNTANCY 

A candidate for examination before the State Board of Public Ac- 
countants to secure a commission as a Certified Public Accountant, 
and to append to his name the letters "C.P.A." must present a "quali- 
fying academic certificate" showing that he has obtained an academic 
education consisting of a four-year course of study in an approved pub- 
lic or private high school or the equivalent thereof. See page 67.) 

H. VETERINARY MEDICINE AND SURGERY 

A candidate for examination to secure a license to practise veterinary 
medicine or surgery must pjesent a "qualifying academic certificate" 
showing that before entering a school of veterinary medicine and sur- 
gery he or she had obtained an academic education consisting of a four- 
year course of study in an approved public or private high school, or 
the equivalent thereof. (See page 67.) 

I. OPTOMETRY 

A person who is an applicant before the State Board of Optometrists 
for a license to practise optometry must present a "qualifying academic 
certificate" showing that he or she has satisfactorily completed two years 
of work in an approved public or private high school or has received an 
equivalent education. (P. L. 1914, Chapter 222.) (See page 67.) 

J. CHIROPODY 

A candidate for examination to secure a license to practise Chiropody 
must present a "qualifying academic certificate" showing that before 
entering a college of chiropody he or she had obtained an academic 
education consisting of a four-year course of study in an approved pub- 
lic or private high school or the equivalent thereof. (See page 67.) 

K. PHARMACY 

The State Board of Pharmacy requires of persons who desire to prac- 
tise pharmacy a "qualifying academic certificate" showing the comple- 
tion of two years of approved high school work or the equivalent. This 
certificate must be presented at the time of entrance to the school of 
pharmacy. Beginning September, 1923, four years of high school work 
or the equivalent will be required. 

In the states of New York and Pennsylvania three years of approved 
high school work are required. (See page 67.) 



67 

L. REGISTERED NURSE 

The law regulating the practise of nursing and governing the use 
of the letters "R.N." for "Registered Nurse" requires that an applicant 
for registration with the New Jersey State Board of Examiners of 
Nurses shall present a "qualifying academic certificate" for one year 
of an approved high school or its equivalent. 

Many hospitals require the filing of the qualifying academic certi- 
ficate at the time of admission. 

QUALIFYING ACADEMIC CERTIFICATE. 

A "qualifying academic certificate" is defined by law (P. L. 1914, 
chapter 105) as being "any certificate issued by the Commissioner of 
Education certifying that the person to whom the same shall be issued 
has had the preliminary academic education required by the rules of 
the Supreme Court or by any law of this state at the time such certificate 
is issued for admission to an examination for license to practise law, 
medicine, dentistry, chiropody, pharmacy, or for license as a certified 
public accountant, and for any other profession or vocation for which 
a certificate of academic education, issued by the Commissioner of Edu- 
cation, is now or may hereafter be required by law or by the rules of 
the Supreme Court." 

Summary of Preliminary Educational Preparation. 

The preliminary educational preparation required by the various pro- 
fessions is summarized in the table which follows. The number of 
years given in each case means either approved high school work or its 
legal equivalent. 

Teaching: 4 years, plus 12 weeks Dentistry: 4 years. 

in summer school (see page 62.) Veterinary Medicine and Sur- 
Medicine : 4 years, plus college gery : 4 years. 

work (see pages 63, 64.) Optometry: 2 years. 

Osteopathy: 4 years. Chiropody: 4 years. 

Law: 4 years. Pharmacy: 2 j^ars (after Septem- 
Certified Public Accountant: 4 ber, 1923, 4 years.) 

years. Registered Nurse: 1 year. 



68 
Approved High School Work or Its Legal Equivalent. 
The requirement of approved high school work or its legal equivalent 
may be satisfied in any one of the following ways: 

1. By presenting evidence of having completed a four-year course in 
an approved high school (in Optometry and Pharmacy, only a two-year 
course; Nursing, only a one-year course). 

2. By passing examinations in high school subjects aggregating 72 
counts, at a minimum of 75 per cent in each subject, required and elec- 
tive (a proportionally less number of counts for the two and one year 
requirements). 

3. By presenting evidence of having completed one or more years of 
approved high school work (each year of such work being equivalent 
to 18 counts) supplemented by examinations in high school subjects at 
75 per cent in each subject, sufficient to make a total of 72 counts, re- 
quired and elective. 

4. By presenting evidence of graduation from a college or university 
of recognized standing. 

5. By presenting evidence of having passed the entrance examination 
required for the literary course (or any other course for which the en- 
trance requirement is equivalent to that required for a 72' count 
certificate). 

6. By presenting evidence of having matriculated without conditions 
in any recognized college or university (this does not include profes- 
sional schools or colleges). 

7. By presenting evidence of holding a New Jersey permanent ele- 
mentary teachers certificate issued subsequent to September 1, 1914. 

records from approved schools 

Graduates of high schools or persons who have partially completed 
an approved high school course, public or private, may receive credit 
toward the qualifying academic certificate required for any of the pro- 
fessions noted above, by submitting upon a form similar to the following 
a certified account of the high school work accomplished. This blank 
(Form D 29) may be obtained from the Commissioner of Education, 
Trenton, or from any County Superintendent. 



69 

APPLICATION FOR PRELIMINARY QUALIFYING CERTIFICATE 

This blank should be used when the applicant desires to enter one of the 
following professions: law, medicine, dentistry, pharmacy, veterinary medicine, 
chiropody, optometry, chiropractic, accountancy, shorthand reporting, engineer- 
ing, nursing or teaching. It should NOT be used when applying for transfer 
of record to another secondary school. 



Name Address. 

Which profession do you expect to enter? 

Where will you use the certificate? 



(The Following Is To Be Filled Out By the School Authorities) 
Name of School Location Date 

This school requires for admission the completion of years 

of elementary school work or the equivalent. 

The passing mark in each subject is The number of points required 

for graduation is The applicant was enrolled in the course. 



Please observe the following instructions: — 

1. Use a separate blank for work done in each school. 

2. Please certify all work done by the applicant in this school, whether 
or not the subject was completed. 

f was ) 

3. Strike out words which do not apply, as in case of s r^corapleted. 

^^ •" ^was nott *^ 

4. Draw lines across all spaces not used. 

5. The records should be sent to the Department of Public Instruction, 
Bureau of Credentials, Trenton, N. J. 

6. A fee of two dollars is charged for every qualifying certificate issued, 
and for every record certified to another State. Fee must be paid in 
cash, money order or certified check before the certificate is forwarded. 



70 



FIRST YEAR OF CURRICULUM 



Subjects 


No. of 

Weeks 


Periods 
a week 


Minutes 
in period 


Standing 
per cent 


Date of 
completion 


No. of Counts 
(do not write in this space) 


Physical 
Training — 

(a) Exercise 

(b) Informa- 
tional 













First year ^ completed. 

•^ was not ^ 



does 

Applicant J ^ hold the school diploma dated 

does not ^ 

Principal. 

AFFIDAVIT 

(Seal) 

being duly sworn 

on his oath saith that the above statement by him is correct and true. 

The official seal of the School will be regarded as sufficient certification without 
the affidavit. 

(Form D-29) 



71 

RULES GOVERNING THE CREDITING OF SCHOOL WORK 

The following rules govern the crediting of secondary school records 
submitted from approved public and private high schools. 

1. All records of complete or partial high school curricula must be 
made on a special blank (Form D 29) and authenticated by seal or 
affidavit, 

2. A total value of 72 academic counts is given to a completed four- 
year high school curriculum (see page 23, footnote). 

3. Candidates presenting evidence of less than the required amount 
of approved high school work will be advised by the Commissioner of 
Education as to how they may complete the remainder of the work re- 
quired for the certificate desired. 

4. Each principal shall certify only to the work actually done in his 
school. 

5. When a person has attended more than one high school a prop- 
erly certified record will be required from each school attended. 

6. Each application for a qualifying academic certificate, except in 
teaching, shall be accompanied by a fee of two dollars. 

7. Credit is not given at present toward a qualifying academic certi- 
ficate for work done in an evening high school. 

EXAMINATIONS FCR QUALIFYING CERTIFICATES 

Examinations in high school subjects are given to those who wish to 
secure a qualifying academic certificate and who either have no ap- 
proved high school work which can be accepted or who have completed 
but a partial high school curriculum. 

These examinations are held twice a year, usually at the county 
seatSj the dates being the last three Saturdays of April and the first 
three Saturdays of November of each year. Exact information regard- 
ing the places of examinations may be obtained from each county super- 
intendent of schools. The order of the examinations and the time given 
to each subject may be obtained from the Commissioner of Education, 
Trenton, but permission to take these examinations must be secured 
from him. 



72 

The scope of the work to be covered in each high school subject is 
the same as that in "approved high schools." 

The following is a schedule of the subjects and their respective 
academic counts. 

A total of 72 counts, 43 required^ and 29 elective, is necessary as the 
legal equivalent of four years of work. 

schedule of subjects and counts 
Four Years 

Required Subjects — 43 Counts 

Counts Counts 

English, third year 10 Two of the three sciences, Phys- 

English, fourth year 3 ics, Chemistry and Biology 10 

Elementary Algebra to Quadratics 5 American History with Civics ... 5 
Plane Geometry, five books 5 Ancient History, or Modern Euro- 
pean History \\ 5 

Elective Subjects — 29 Counts 

Counts Counts 

Any second year foreign language 10 Plane Trigonometry 2 

Any additional second year for- Ancient History 5 

eign language, namely; Latin, Early European History I 3 

French, German, Spanish, Ital- Modern European History H . . . 5 

ian 10 English History 5 

Physics 5 Economics 2 

Chemistry 5 Commercial Arithmetic 2 

Biology 5 Elementary Bookkeeping and 

or Business Practice 3 

Botany, ZVz counts, and Zoology, Advanced Bookkeeping and Office 

2J/2 counts (must be taken to- Practice 5 

gether) 5 Shorthand, 100 word test 10 

Physical Geography 5 Drawing, first year 3 

Intermediate Algebra 2 Drawing, second year 6 

Advanced Algebra 3 English, first year 3 

Solid Geometry 2 English, second year 6 

Physiology 2 

Note: It is to be especially noted that the number of subjects and 
the counts given therefor toward a high school diploma of an approved 
school for a year of work in a high school bears no relation whatever 
to the count values given to a year of work or to the separate sub- 
jects included in any year of work when application is made for a quali- 
fying academic certificate. 



73 



DATES OF EXAMINATIONS 



Examinations are held on the last three Saturdays of April and the 
first three Saturdays of November of each year. 

FIRST SATURDAY SUBJECTS 



MORNIN( 

Counts 
First Stenography and Typewrit- 
ing (100 words per minute) ... 10 
Elementary Bookkeeping and 

Business Practice 3 

English, third year 10 

Biology 5 

English, first year 3 

English, second year 6 



Afternoon 

Counts 
Advanced Bookkeeping and Office 

Practice 5 

English, fourth year 3 

English History 5 

Solid Geometry 2 

Economics 2 



SECOND SATURDAY SUBJECTS 



Morning 

Counts 

Physical Geography 5 

Modern European History II.... 5 

Botany (must be taken) 2^ 

Zoology ) together C ZYz 

Physiology and Hygiene 2 



Afternoon 

Counts 

Early European History I 3 

Elementary Algebra 5 

Plane Trigonometry 2 

Advanced Algebra 3 



THIRD SATURDAY SUBJECTS 



Morning 

Counts 
Advanced U. S. History with 

Civics 5 

Chemistry 5 

Latin, first year 5 

French, second year 10 

Latin, second year 10 

Hebrew, second year 10 

Greek, second year 10 

Ancient History 5 



Afternoon 

Counts 

Drawing, first year 3 

Drawing, second year 6 

Physics 5 

German, second year 10 

Spanish, second year 10 

Plane Geometry 2 

Italian, second year 10 

Intermediate Algebra 2 

Commercial Arithmetic 2 



NOTES 

A twenty-day notice for entering these examinations is required by 
the rules. 

No applicant will be admitted to the examination unless the privilege 
has been granted him by the Commissioner of Education. 



74 

New Jersey examinations are not open to non-residents unless the 
privilege is specially granted by the Commissioner of Education, 

A fee of $5 must be paid by new applicants. Any applicant who fails 
three times in a subject must pay an additional fee of $3. Fees must 
be paid in cash, money order or certified check. 

Questions for academic counts will be printed on different colored 
paper from questions for teachers. 

The responsibility for using the right set of questions will rest with 
the applicant. 

The passing grade in each subject is 75 on a scale of 100. 

Candidates credited with Biology cannot also be credited with Botany 
and Zoology, and vice versa. 

SCHOOL LIBRARIES 

A recent law (chapter 186, P. L. 1914) transfers from the Depart- 
ment of Public Instruction to the New Jersey Public Library Commis- 
sion the control of school libraries. In the administration of the school 
libraries it is the earnest desire of the Commission to coordinate the 
work of school and public libraries in those communities where both 
exist, so that the duty of administration will rest upon the public 
library. 

The Commission is ready therefore to give to any community advice 
and instruction in establishing and administering public libraries ; to 
aid those already existing; to aid schools in communities that have no 
public libraries in the organization and administration of school libra- 
ries, and to respond, in so far as it is able, to any demands made upon 
it that look toward improving the selection of books to be read. 

The Commission has in its office in the State House many lists of 
authorities on a variety of subjects. These are free upon application. 

The United States, individual states, and some institutions provide 
for free distribution, or for a nominal charge, much material in pam- 
phlet form that is valuable to schools for special occasions and for famil- 
iarizing students with authoritative sources of information. Lists giv- 
ing these sources can be secured from the Commission. 

The services of the Commission are entirely free, and its representative 
when visiting a community does so at the expense of the State. 



75 

Public libraries are "an integral part of public education" and they 
and the Commission are looking forward to this closer co-operation 
between schools and libraries with the expectation that it will result in 
more systematic and effective supervision of the reading of young people. 

It should be a prominent part of the purpose of all school library 
work to acquaint the pupil with public library resources, so that in after 
life, wherever he may be, he will feel at home in a public library and 
will naturally seek one when he is in need of information or recrea- 
tion. In most schools, where no librarian is employed, this will be done 
by the teacher of English. 

Every school can profit by the publications of the National Library 
Association. 

SOME SUGGESTIONS FOR THE ESTABLISHMENT AND ADMINISTRATION OF 

SCHOOL LIBRARIES 

1. In communities where there is a public library the librarian of 
the public library should have the opportunity to lecture to all first 
year high school pupils upon the organization and use of public libraries. 
This is best done in the public library to small groups of pupils. 

2. In communities not having public libraries, this can and should 
be done by a competent librarian or a representative of the New Jersey 
Public Library Commission. 

3. Small collections of books known as "class room libraries" may 
be borrowed from the public library and placed in grade class rooms. 
The selection of these books should be based on the subjects under dis- 
cussion in the classroom, and should stimulate an interest in general 
reading. They should be changed frequently enough to keep them in 
touch with the pupils' interests, but not often enough to encourage super- 
ficial reading. Books, either fiction or non-fiction, that treat of the 
country studied by geography classes, the particular historical period 
under review in history classes, animal and nature stories, books of art, 
collections of poetry, stories of inventors and inventions, books discussing 
topics of the time, fun and adventure, will upon request be suggested 
by the local librarian, or by the New Jersey Public Library Commission. 
Pupils should be definitely informed that these books have come from 
the local public library and that they can be supplemented at any time 
by other books from the same source. 



76 

4. It is desirable that local libraries and high schools cooperate in 
the establishment of high school libraries, as branches of public libra- 
ries. Such libraries should, if possible, be housed in the high school 
jn a room large enough to accommodate several reading tables. The 
library room should be one of the most important in the building and 
can serve many of the purposes of a study room if it be properly equipped. 
The selection of books should be based primarily upon the reference 
needs of high school pupils and teachers and supplementary reading 
desired or required. Only such fiction as is helpful to classes in History 
and Literature should be selected. The best magazines should be at 
hand for reference, in connection with current events. A high school 
library should be administered as a branch of the public library and the 
librarian in charge should be one of the most competent members of the 
public library stafiF and in sj'mpathy with the interests of young 
people. The high school library of the Girls High School in Brook- 
lyn, N. Y., has received national recognition and the general plan and 
spirit are excellent models for all high school libraries. 

5. High school libraries in districts where there are no public libra- 
ries can be established independently and the librarian should be a recog- 
nized member of the high school faculty holding a legal certificate for 
this particular work. In order to hold such a certificate she should have 
had some training and experience in library work. Upon request, the 
Commission will give details of administering such libraries. 

6. It should be remembered that publishers do not always quote the 
lowest prices, and also that the choice of a bookbinder is a matter of im- 
portance. The Commission will furnish information concerning these 
matters. 

7. A bargain in book buying does not necessarily mean the lowest 
price. Some "cheap books" are found in the end to be the most ex- 
pensive. Durability of binding, clearness and size of print, quality of 
paper, value of illustrations, general appearance of the book, and relia- 
bility of subject matter, are some of the points to be considered carefully 
in book buying. 

8. The attractiveness and the individuality of a book should not be 
destroyed by covering it. This does not preserve the book. Cleanliness 
and care in handling should be the rule, whether the book is covered 
or not. 



77 

SOCIAL AND LITERARY ACTIVITIES 

The social life of a school ma_v be made an important element in the 
training of young people, provided that it is kept in its proper relation 
to the main purposes of the school. Extra curriculum activities are to 
be regarded as supplementary, and must not be allowed to usurp too 
much of the energy and attention of pupils. To properly regulate these 
interests is the work of the principal or of some teacher appointed as 
the faculty director. Through societies, clubs and associations pupils 
cultivate a spirit of team play, and by their own initiative many pupils 
gain valuable experience through the development of leadership. 

- Interclass and interscholastic contests should have recognition, since 
they serve to take a class or school out of isolation. 

During the past few years much valuable experience has been gained 
by many schools in debating contests and such work is to be encouraged. 

The following list indicates some of the extra curriculum activities 
worthy of recognition : 

Literary Athletics 

Debating Interclass 

Dramatics Interscholastic 

School Paper Clubs 

Musical Household Arts and Science 

Orchestra Science 

Band Travel 

Glee Clubs Language 



Social 



Art 



Class Receptions and parties Wireless 

School party or picnic Co-operative School Government 

RULES AND REGULATIONS FOR ATHLETICS 

The following rules and regulations for athletics, recommended by 
the round table of Superintendents of Northern New Jersey, have been 
generally followed for several years: 

1. The principal of every school shall be held to have ultimate responsibility 
in all matters concerning interscholastic contests. 

2. The person responsible for the immediate training of a team shall be a 
member of the regular staff of the school or be some other person directly re- 
sponsible to the principal of the school. 



78 

3. Every pupil who represents a school in any interscholastic contest shall 
be up to the passing standard for the current term in work representing not 
fewer than fifteen points. 

4. No pupil who is a graduate of a four-year secondary school course shall 
be eligible to represent any high schoof in interscholastic athletics. 

5. No pupil who has represented a secondary school (or schools) on any 
'Varsity Team for four years shall represent a high school in interscholastic 
athletic contests. 

6. No pupil who has registered, enrolled or matriculated in an institution 
above the grade of a high school or who has played on a team of such an 
institution shall be eligible to represent a high school. 

7. The eligibility of all players in any particular contest shall be certified 
by the principal, each team presenting to the others such certified list before 
the contest is played. 

8. Every branch of interscholastic sport shall be under the control of a 
faculty athletic adviser. He or his representative shall be present at each 
contest. 

9. It shall be the policy of each school to secure for all interscholastic con- 
tests neutral officials approved by both schools in advance. 

10. Contracts made by managers to play a game between two schools shall 
be approved in advance by a faculty representative of each school. Such con- 
tracts, with approval, shall be in writing. No cancellation shall be made with- 
out the mutual consent of the two schools. 



RECOMMENDATIONS 

1. It is recommended that at the end of each season the athletic committee 
(or similar body) in each school shall, upon the recommendation of the faculty 
adviser, award or refuse to award the school letter to the manager of the 
team whose season has just closed. 

2. It is recommended that schools limit football contests to one a week ; base- 
ball and basketball contests to two a week or less. 

3. It is recommended that no pupil shall be allowed to represent his own 
school and an outside organization in the same season. 

4. Also that "passing grade" be construed to mean up to the grade for the 
entire current term through the Friday preceding the week of the contest. 

5. Also that in case of deficiency in studies the period of exclusion from 
participation in contests be for not less than one week and until such defi- 
ciency is made up and the conditions of Rule 3 are satisfied. 

6. Also that managers of teams be held to scholarship standards as are the 
members of the teams. 

7. Also that a weekly report card be issued to all members of teams and to 
their managers. The status of each team member and of the manager shall be 
determined on Friday for the entire following week. 



79 

Schools that wish to become members of the State Interscholastic 
Athletic Association must subscribe to the following rules: 

ARTICLE VII. 
Eligibility. 

Section 1, Age. — To be eligible for competition in games and athletics of 
the high schools' division, under the supervision of this association contestants 
must be under 21 years of age. 

Section 2,. Amateur. — Contestants must be amateurs as defined by the 
National Collegiate Athletic Association. 

Section 3, Registration in School. — Pupils entering and registering in school 
after first Monday in October will not be eligible to represent the school in 
athletic competition for 30 days from date of entrance and registration. 

Section 4^,Change of Residence Transfers. — (a) Pupils transferring from 
one high school to another because of a change of residence of parents or 
guardians may be eligible to play in accordance with Section 3. (b) The 
date of entrance of a pupil in a secondary school shall be determined by the 
date of the first registration of that pupil in the school year in which the 
change of residence occurs. 

Section 5, Transfers Other than Residential Reasons. — Pupils transferring 
from one high school to another for other than residential reasons are in- 
eligible to engage in athletic competition until the expiration of 20 school 
weeks from the date of entrance and registration. (School year ends June 30.) 

Section 6, Number of Years of Competition. — (a) A pupil may not repre- 
sent a school more than four years in athletic competition, (b) A pupil may 
not engage in secondary school athletic competition more than four years. 
(c) A sixth, seventh and eighth grade pupil shall not be allowed to represent 
a high school in interscholastic athletic competition. 

Section 7, Post-graduate — No post graduate shall be deemed eligible to rep- 
resent a high school in athletic competition. 

Section 8, Scholarship. — The scholarship requirement of athletes shall be 
determined by the respective schools themselves. 

Section 9, Protests. — Protests against individual contestants or teams for 
an infraction of rules or other legitimate causes must be filed with the secre- 
tary of the association not later than 48 hours after a game or meet in 
question. 

The above eligibility rules were adopted at the general meeting of the 
N. J. S. I. A. A. October 6, 1922, to go into effect immediately. 

SUGGESTIONS REGARDING HIGH SCHOOL GRADUATION 
EXERCISES 

In the spring of the year high school teachers and members of gradu- 
ating classes turn their thoughts toward the closing exercises of the 
school. May it not be well to consider plans for making these exercises 



80 

less expensive, less ostentatious and more truly representative of actual 
high school vv^ork? At the same time would not the democratic spirit 
which should pervade all public school activities tend thus to become 
more strongly emphasized ? The general principle of simplicity and con- 
sideration for the circumstances of the entire class should be maintained. 

In the exercises it is suggested that both essays and orations be upon 
subjects within the range of the pupils' interests and within their capacity 
to understand and interpret. It has been the experience of many high 
school principals that essa3'S and orations of the argumentative type are 
most pleasing to an audience and at the same time are most likely to be 
original with the pupil. The audience at once becomes interested in the 
speaker and his point of view. All essays and orations upon profound 
subjects, remote in interest and encyclopedic in character, are extremely 
undesirable. Such exercises stand for no reality of school life and are 
liable to be mere semblances of wisdom and ability. 

It would probably be unwise for a board of education, or any other 
body, to take formal action in the direction of restricting a pupil's pri- 
vate expense for graduation ; but it does seem wholly in keeping with the 
democracy of our public school system, for school oflGcers, teachers, par- 
ents, associations and women's clubs to do all possible toward creating 
and preserving in the community a sane and wholesome sentiment on 
this phase of graduation. The growing practise of having the pupils 
in the domestic art classes design and make their own graduation dresses 
is significant of the sentiment in some of the larger high schools. This 
movement is to be highly commended. 

Graduating exercises should be typical of the actual work done in 
the school and demonstrate the power developed in the pupils. Let 
the program show what the pupils are able to do themselves instead 
of what they do somewhat automatically at the suggestions of the 
teachers, through persistent drills. 

In small schools it is probable that all the graduates will have some 
part on the program, while in large schools this will not always be 
possible. When a selection has to be made it may be either on a basis 
of superior skill in speaking, or in such a manner as to represent the 
various activities of the school. 

There is a wide limit in the number of representative exercises 
which could be given at a graduation. The music could be furnished 



81 

by the school orchestra without prolonged drill, rather than by a hired 
organization; an exhibition could be given of what the pupils can ac- 
complish in drawing by doing actual work in the presence of the audi- 
ence; statements may be made by pupils concerning the content of the 
various curricula offered in the school, or about some particularly in- 
teresting phase of a subject dealt with in class; experiments in Physics 
and Chemistry may be performed before the audience, with explanations 
and applications; the choral music may be by the high school glee club; 
demonstrations from the school print shop could be given ; in fact, all 
the expressive activities of pupils might be brought into play to show 
how their powers have been developed. 

Tuskegee furnishes us an excellent suggestion of what a graduating 
exercise may be for the type of school which offers opportunities in 
vocational work and in practical arts. One student lays up a brick 
wall, another shingles a roof, another puts a tire on a wheel, etc. ; stu- 
dents present those exercises which represent permanent values, rather 
than those in which they are drilled for a special occasion. With the 
activities now found in many if not most of our high schools, surely 
something can be found which more truly represents the real work of 
the school than mere verbal displays. 

Nevertheless, the public high school does stand for work in the field 
of History, Literature, Art and Science, as well as in those phases of 
knowledge which have to do with merely getting on in the world. 
Wherever the former subjects can be truly represented in the gradu- 
ating program, there is a place for them. 

The following programs are representative of those used in recent 
years in some New Jersey high schools. 

Program I 
Processional. 

High School Orchestra. 

Invocation. 

Music. 

High School Orchestra. 

Address — Importance of Radio in Present Day Life. 
Music — Vocal Solo. 



82 

Address — American Democracy. 

Exhibition Physical Training. 

Ess^y-The Advance in Surgery during the World War. 

Music. 

School Mandolin Club. 

Addres^T/if American Woman in Modern Life. 

Essay— What is Luckf 

Presentation of Honors and Diplomas. 

Presentation of Class. 

Awarding of Diplomas. 

America. 

Benediction. 

Program II 

Entrance March. 

High School Orchestra. 

Invocation. 

, c • ^" Arthur Pearson 

Chorum— Song of Sprmg 

Experiments in Physics. 

Two Boys. 
Experiments in Domestic Chemistry. 

Two Girls. 
Chorus— "Softly Fall the Shades of Evening" Nation 

Safety First Project. 

Characters 

Judge Witnesses 

Prosecutor Match 

Counsel of Defense Kerosene 

Defendant Cigarette 

Court Clerk Gasoline 

j^j.y Carelessness 
Inspector 



83 

Typewriting Contest. 

Two Girls, Two Boys. 

Original Lyric — "Narcissus and Echo" 

Chorus — "Go to Sleep My Dusky Baby" (arranged from 

"Humoresque") Dvorak 

Presentation of Picture to School on Behalf of the Class. 

Presentation of Class for Graduation. 
Principal. 

Awarding of Diplomas and Certificates. 

"America" — (The audience is requested to stand and join in singing 
this hymn.) 

The consideration of the proper character of graduating exercises is 
of enough importance to demand our serious thought. It is a plain 
duty to represent our graduates before their parents and friends as 
they are. Furthermore, we should allow nothing to interfere with the 
development of a truly democratic spirit both in our regular high school 
work and in the exercises which mark its formal close. 



BIBLIOGRAPHY 

Johnston, Charles H. and others. High School Education. Scribner, New 
Vorit, 1912. $1.50. 

HoUister, Horace A. High School Administration. Heath, Boston, 1909. 
$1.50. 

Brown, John Franklin. American High School. Macmillan, New York, 
1909. $1.40. 

Sachs, Julius. American Secondary School. Macmillan, New York, 1912. 

$1.25. 

De Garmo, Charles. Principles of Secondary Education. 3 vols. Mac- 
millan. New York. $1.25. 

Dutton, Samuel T. & Sneddon, David. Administration of Public Educa- 
tion in the United States. Macmillan, New York. $1.75. 

Brown, E. E. Making of Our Middle Schools. Longmans Green, New York. 
$1.75. 

Ballou, F, W. High School Organization. World Book Company, Yonkers, 
N. Y. 

Davis, C. O. High School Course of Study. World Book Company, Yonk- 
ers, N. Y. 

Monroe, Paul. Principles of Secondary Education. Macmillan, New York. 

Parker, S. C. Methods of Teaching in High Schools. Ginn, New York, 1915. 

Johnston, Charles H. Modern High School. Scribner, New York. 

HoUister, Horace A. .Administration of Education in a DemocracJ^ Scrib- 
ner, New York. 

Judd, C. H. Psychology of High School Subjects. Ginn, New York, 1915. 

Stout, John Elbert. The High School. Heath, Boston. 

Snedden, David. Sociological Determination of Objectives in Education. 
J. B. Lippincott Co., Philadelphia, $2.50. 

Nutt, Hubert Wilber. Principles of Teaching High School Pupils. The 
Century Co., New York, $2.50. 

Year Book. National .Association of High School Principals. Apply to Sec- 
retary, $2.00 per volume. 

School Review, Monthly. University of Chicago, Chicago. $1.50. 



84 



TEACHERS ASSOCIATIONS 

State High School Conference of New Jersey 

One meeting a year at New Brunswick in cooperation with Rutgers College. 

New Jersey State Teachers Association 

High School Department. Annual meeting held during Christmas week of 

each year. 

New Jersey High School Teachers Association 

Meets with the State High School Conference. 

New Jersey State Science Teachers Association 

Two meetings a year, spring and fall. Sectional meetings on call. 

Association of Teachers of English of New Jersey 

Two meetings a year, October — New Brunswick (annual High School Con- 
ference) ; March, Newark State Normal School. 

Association of History Teachers of the Middle States and Maryland 

One meeting a year, spring, at different places. 

Association of Mathematics Teachers of New Jersey 

Two meetings a year; dates fixed by council. 

Modern Language Teachers Association of New Jersey 

Two meetings a year; fall and winter. 

High School Commercial Teachers Association of New Jersey 

One meeting a year, in fall. 

Classical Association of the Atlantic States 

One meeting a year, spring. 

Agricultural Teachers Association of New Jersey 

Meetings: Twice a year — New Brunswick at time of State High School Con- 
ference in October, and Trenton at time of Agricultural Week in January 
or February. 

Association of Teachers of Social Studies of New Jersey 

Meetings: Annually in New Brunswick. 

New Jersey Association of Teachers of Public Speaking 

Meetings: Four meetings during past year. 1. At New Brunswick in Octo- 
ber; 2. At Elizabeth (Battin High School) in February; 3. At Newark 
(Y. W. C. A.) in March; 4. At East Orange (High School) in May. 

New Jersey Music Supervisors Association 

Meetings: Annual meeting in December. Others at call of the president. 

New Jersey Physical Education Association 

Meetings: Yearly. Jersey City, 1921; Trenton, 1922; Elizabeth, 1923. 

New Jersey School Librarians Association 

Meetings: Second Saturday of January, March, May and October. 

Vocational and Arts Association 

Meetings: Semi-annual with New Jersey State Teachers Association, Tren- 
ton, December 27-29, 1922. Annual meeting in April. 

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